


REPLIES 



»^ 



OF THE 



Professors and Tutors of Princeton College 



TO THE 



QUESTIONS ADDRESSED TO THEM 



BY THE 



BOARD OF TRUSTEES. 



1881. 



ELIZABETH, N.J. : 
Journal Printing House, Cor. Broad and Jersey Streets. 



REPLIES 



OF THE 



Professors and Tutors of Princeton College 



TO THE 



QUESTIONS ADDRESSED TO THEM 



BY THE 



BOARD OF TRUSTEES. 



1881. 



ELIZABETH, N.J. : 
Journal Printing House, Cor. Broad and Jersey Streets. 



CD 



INDEX, 



Replies of James McCosh, D.D., LL.D., President, 
Lyman H. Atwater, D.D., LL.D., 
Arnold Guyot, Ph.D., LL.D., 
John T. Duffleld, D.D., 
J. Stiilwell Schanck, M.D., LL.D., 
Henry C. Cameron, Ph.D., D.D., 
Charles W. Shields, D.D.,LL.D., - 
William A. Packard, Ph.D., - 

•' Joseph Karge, Ph.D., - - - . 
Cyrus F. Brackett, M.D., 
Henry B. Cornwall, A.M., E.M., - 

" George Macloskie, LL.D., 

" James 0. Murray, D.D., . . . 

Charles McMillan, C.E., 
Charles A. Young, Ph.D., LL.D., 
S. Stanhope Orris, Ph.D., 
Charles G. Kockwood, Jr., Ph.D., 
Theodore W. Hunt, Ph.D., - 
William M. Sloane, Ph.D., - 
Samuel R. Winans, A. B., 
George Bruce Halsted, Ph.D., 
Charles R. Williams, A.M., - - - 

" Hermann Huss, Ph. D., - 

S. G. Peahody, 

John B. McMaster, A.M., C.E., 
Malcolm McNeill, A.B., - - - - 
William F. Magie, A.B., 



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76 
79 
82 
84 
89 
91 
94 
95 



111. 



QUESTIONS 

ADDRESSED BY 

The Board of Trustees to the Several Professors of the 
College of New Jersey. 



/. What in detail are the special topics taught in 
your department or departments ? 

//. How many hours a week are you employed in 
giving instruction to your class or classes ? 

///. What j^roportion of these houi's do you give 
respectively to lectures and to recitations ? 

IV. Do you use a text-book or text-books, and if 
so, what? 
V. Do you require any written exercises from the 
students in your class or classes? If so, 
what are they, and how many during the 
year ? 
VI. Do you give any instruction to pupils in addi- 
tion to what you give in the recitation 
room ? If so, please specify its nature. 

VII. Do you have any laboratory work with the 
students ? If so, what in ? If your depart- 
ment does not admit of that, do you have 
any sort of exercises corresponding to 
laboratory work ? 
VIII. Have you any suggestions to make for the 
improvement of your department, which, in 
your jadgment, the Trustees would do well 
to carry out ? 

IX. Have you, during the past year, published any 
book, pamphlet, monograph, or article in a 
Review on the special branch which you 
teach, or on any other branch ? If so, give 
the title or titles. 



IV. 



JAMES McCOSH, D.D., LL. D., 
President, 

And Robert Lenox Professor of Biblical Instruction. 



Query I. I give instruction in Four Departments: 
I. Psychology. 

To the Juniors. I begin with explaining the Method 
of Inquiry which is that of Induction mth Conscious- 
ness as the main instrument of Obsei-vation, I deliver 
some lectures on Mind and Body. I show that mind 
exists, and give an introduction to the study. I classify 
the powers of the mind : 

First Group — The Cognitive, Second Group — The 
Motive. 

I. Simple Cognitive or Presentative. 
II. Reproductive or Representative. 

III. Comparative, which Discover Relations. 

IV. Moral Power or Conscience. 
V. Emotions 

VI. Will or Optative. 

I unfold the method of operation and laws of each 
of these powers : 

The Ist embraces — (1) Sense Perception. (2) Self 
Consciousness. 

2d. (1) The Relentive. (2) The Recalling (Phan- 
tasy). (8) Association of Ideas. (4) Recognitive (the 



main element in Memory). (5) The Compositive (the 
main element in Imagination). (6) The Symbolic (the 
main element in Language). 

3d. The Faculty which discovers Relations which 
are classified — (1) Identity. (2) Whole and Parts. 
(3) Resemblance. (4) Space. (5) Time. (6) Quantity. 
(7) Active Property. (8) Cause and Effect. 

4th. The Conscience, which is both a Cognitive and 
a Motive Power. It reveals certain great truths. It 
is treated of in its development and growth, and its 
actual operations. 

5th. The Emotions embrace an Appetence, an Idea, 
Excitement with Attachment and Repugnance, and an 
Organic Affection. 

6th. The essence of Will is Choice, and it has influ- 
ence over all the other powers of the mind. 
II. The History of Philosophy. 

To an Elective Class of Seniors. The Rise of Phil- 
osophy. A classification of the various Mental Sciences. 
Most of the First Term occupied with the Ancient 
Greek Philosophy. An account is given of the Pre- 
Socratic Schools — Ionic, Pythagorean, Eleatic ; of 
Anaxagoras, Heraclitus, Empedocles and Democritus ; 
of the Sophists, Socrates, Plato, Aristotle; the Stoics, 
Epicureans and Alexandrians. This occupies the First 
Term. I begin the Second Term with a lecture or two 
on the Medieval Philosophy, and then give a critical 
account of the systems of Bacon ; Descartes ; Spinoza ; 
Locke; Berkeley; the Scottish School ; Hume; Reid; 
the German School ; Leibnitz ; Kant ; the French 
Schools ; Hamilton ; Mill. 

6 



III. Discussions est Contemporaey Philosophy. 

To a Post Graduate Class. In this class the leading 
philosophic questions of the day are discussed, such as 
Agnosticism ; Criteria of different kinds of Truth, First 
Truths, Reasoned Truths, Inductive Truths; Mind and 
Body ; Materialism ; Development ; Cause and Effect ; 
The Theistic Arguments ; The Growth of Conscience ; 
Moral Good ; The German Philosophy ; Kant ; Her- 
bei't Spencer. 

IV. Biblical Instruction. 

To Senior Class, Academic and Scientific, I deliver 
a series of short papers on the Pentateuch, and have 
recitations on these and on chapters read, I endeavor 
to clear up the difficulties connected with the ancient 
books, and point out the harmony between Genesis and 
Geology. I unfold the grand truths revealed in the 
Books of Moses, especially those relating to the Provi- 
dence of God and the promised Messiah. This occupies 
the First Term. In the Second and Third Terms, I 
expound and have recitations on the first eight chapters 
of the Epistle to the Romans, and give a brief exposi- 
tion and defence of the leading doctrines of Scripture, 
such as the Existence of God, the Immortality of the 
Soul, Sin, Redemption, Justification, Faith, Repentance, 
Love, Good Works, Reconciliation of Paul and James, 
San ctifi cation. 

Query II. I have four lectures or recitations every 
week ; and each of these implies preparatory work. I 
calculate that I devote another hour a week to preach- 
ing, to addresses at prayer meetings and other meetings 
of students. My duties as President do not allow of 
my giving more time to teaching. 



Query III. In each of my classes I first give two 
lectures carefully prepared, and then have a recitation 
upon them at the following meeting. In the Post 
Graduate Class this recitation takes the form of a dis- 



cussion. 



Query IV. In the Department of Psychology, I con- 
stantly i-efer to my work on the " Intuitions," and in 
the History of Philosophy to Ueberweg's History. In 
the Discussions on Contemporary Philosophy, I refer 
to books and papers on the subjects treated. In the 
religious instruction, the Pentateuch and the Epistle to 
the Romans are my text books. In all my classes I 
refer to works which I recommend my students to read. 

Queries F, F/, and VII I have from time to time 
a meeting in my Library, open to all the members of 
the Junior and Senior Classes, for the discussion of 
philosophic themes ; and there an essay is read com- 
monly by a Post Graduate student or an Alumnus, and 
remarks are made upon it and upon the subject of the 
essay. In all my classes I encourage reading, and give 
an opportunity to the students to use the results of 
their reading. 

Query VIII I am of opinion that in our College the 
physical sciences in which we have thirteen instructors 
are beginning to overshadow the philosophical depart- 
ments which have hitherto occupied so high a place in 
Princeton College. I hope that we may be able to 
devise a plan by which the mental and moral sciences 
may be able to maintain their place alongside of the 
literary and scientific branches. 

Query IX. I have published an article on " Agnos- 

8 



ticism as developed in Huxley's Hume'' in Popular 
Science Monthly, August, 1879 ; an article on "Joseph 
Cook" in the Catholic Presbyterian, September, 1879; 
an article on " Herbert Spencer's Ethics" in the Prince- 
ton Review, November, 1879; a book on the "Emo- 
tions" in January, 1880 ; an article on " The Develop- 
ment and Gi'owth of Conscience" in the Princeton 
Review, July, 1880; a paper on "Harmonizing the 
action of the Primary, the Secondary, and the Collegi- 
ate systems of, Education,'''' read before the National 
Association of Teachers in July, 1880, and published in 
the new Journal Education ; an article on " A Presby- 
terian College in America" in Catholic Presbyterian, 
August, 1880; a paper on "How we are to deal with 
young men trained in natural science in this age of 
unsettled opinion," read before the Presbyterian Council 
in Philadelphia, September, 1880; and an article on 
"The Criteria of various kinds of truth" in the 
Princeton Review, November, 1880. 



LYMAN H. ATWATER, D.D., LL. D., 

Professor of Logic and Moral and Political Science. 



/. The topics taught by me are Logic, Metaphysics, 
Ethics, Economics and Political Science, including In- 
ternational Law. 

//. Five hours with classes in the class room, and 
more when I meet them in divisions. Several hours in 
immediate preparation for them, over and above general 
studies in the branches specified. Five, or the equiva- 
lent of five hours per week in the labor involved in 
examining and grading my classes. 

III. I divide my time about equally between lectures 
and recitations, being of opinion that lectures not 
thoroughly recited upon can accomplish little. 

IV. I use my own Manual of Logic, Woolsey's Inter- 
national Law, and recommend books to be consulted 
along with my lectures. I am considering the expedi- 
ency of a further use of text-books. 

10 



V. I require usually three written examinations from 
tlie Junior, and two from the Senior Class, 

VI. I give aid to students seeking light in my own 
and collateral departments by personal expositions, and 
by guiding their reading. 

VII. None except work upon the black-board. 

VIII That depends upon what it might appear that 
the Trustees have the means and disposition to do. The 
examination of classes numbering 260, all about the 
same time, is very onerous. I have the Junior and 
Senior Classes, each numbering over 90, and an Elective 
Class (volunteer on my part, because I saw no other 
provision for it), numbering 75. 

IX. I published during the past year in the Princeton 
Review an article largely ethical, entitled "The a priori 
Novum Organum of Christianity;" another entitled, 
" Political Economy a Science — of what ?" an article 
in the Catholic Presbyterian entitled " Prof. Calder- 
wood's Contributions to Philosophy ;" a revised edition 
of my "Manual of Logic ;" some smaller contributions 
to weekly papers on "Broad-Churchism," "Conscience 
andEvolution," "Herbert Spencer's Principia of Ethics ;" 
Critiques on several Theological and Economic Works 
in the Presbyterian Review ; and have now in press a 
paper read before the recent Presbyterian Council on 
" Religion and Politics." 

I deem it, however, simply just to state, that my 
time is so much occupied by extra-professorial work 
committed to me by the authorities of the College, that 
I find it hai'd to seize even snatches of time to work up 
an important article which I have commenced. Besides 

11 



attendance on faculty meetings and committees, ordi- 
nary and extraordinary, I have long been class-officer, 
and superintendent of the whole department of gratu- 
itous aid to the students, each of which offices involves 
a consumption of time and strength best know^n to 
those who try them. Of late, also, I have been made 
chairman of the Faculty Sanitary Committee, the duties 
of which have been quite heavy thus far. I hope they 
will be less so hereaftei*. I might mention other Col- 
lege demands upon my time, but perhaps I have speci- 
fied enough to explain, if explanation be needed, why 
my publications have not been more numerous. 



12 



ARNOLD GUYOT, Ph.D., LL. D., 

Blair Professor of Geology and Physical Geography. 



/. The Department entrusted to me has thus far 
comprised " Greology and Physical Geography, or the 
Science of the Earth, including the Life System, in its 
past and its present condition." 

//. The instruction has been given to the Junior and 
Senior Classes in two alternate courses of lectures, one 
on Geology and the other on Physical Geography, com- 
posed each of about 120 exercises, exclusive of exam- 
inations, vt^hich consumed 30 hours more. 

///. The recitations occupied from one quarter to 
one-fifth of the whole time. 

IV. No text-books have been used, but several were 
recommended for private study. 

V. By my original contract all my teaching was to 
be concentrated within six months, in order to leave 
me time for investigations and publications, a feature 
which was considered an advantage to the College. 
After my illness in 1870, and since 1872, my teaching 
time, by a new arrangement, was reduced one-half which 
was to be applied to Physical Geography only. But 
no suitable person having been found to take up the 

13 



course of Geology, I assumed again that portion of my 
department. The work of preparation thus remained 
the same as previously, but the time allotted to each 
course having become too short for the subject to be 
taught, I was obliged to drop the recitations and to re- 
place them by an extensive written examination at 
mid-term, and an oral one at the end of the course ; 
both together consuming for the two classes, from 60 
to 70 hours. Thanks to the election of an Assistant 
in Geology, though the number of my teaching hours 
remains the same, I shall henceforth be relieved of the 
preparatory work for, and teaching of. Geology, and I 
shall be able to divide the Senior Class, a change which 
is much to be desired. 

VI. I do not give any regular instruction outside of 
the recitation room, but have occasionally answered the 
request of my class to deliver some extra lectures, such 
as on "Genesis and Geology;" "The place of Man in 
the System of Life ;" "The place of America in Uni- 
versal History," cfec. 

VII. The Museum Work in Geology has mostly been 
entrusted to Prof, Hill, under ray direction. 

I may be permitted here to say that since the foun- 
dation of the E. M. Museum by the munificence of an 
honored friend of the College, the building up and the 
direction of that noble Institution, added to my present 
teaching duties, have required a share of my time and 
strength full as g]vat as that which I have devoted to 
the College at any period of my connection with it. 

VIII. My course of Physical Geography, as I had 
marked it out, comprises two distinct parts : Physical 
Geography proper, and a second, treating of the Earth 

14 



as the abode of man ; Primeval man and the human 
races; the influence of Physical Greography, viz., of 
geographical forms and climate, on the development of 
the human races, their migrations, the course of history, 
and kindred topics. 

The limited time never allowed me to develop the 
second, the most important and philosophical part, in 
any way satisfactory to myself, and worthy of a final 
College course. I would consider it a great improve- 
ment in our curriculum if, at some future time, the 
first part, or physical geography proper, should be 
taught, with my Physical Geography as a text-book, by 
some younger man, in the lower classes, as preparatory 
for the course of Geology, while the second, more 
historical part, would be reserved for my course in the 
Senior Class, as a crowning philosophical study, com- 
bining nature and the history and progress of the 
human race. 

IX. As my extraneous work was, in some measure, 
a part of my engagement, I beg leave to recall the 
manner in which I have performed it. 

In 1859, I finished the large volume of Meteorologi- 
cal and Physical tables, published by the Smithsonian 
Institute. Since 1862 to this day, I have issued suc- 
cessively seven volumes' of my series of Geographies, 
containing much over a hundred and fifty maps, together 
with thirty original wall maps, physical and classical. I 
wrote the Treatise on Physical Geography at the head 
of Johnson's Atlas. I was with President Barnard of 
Columbia College, co-director of, and contributor to, 
Johnson's Encyclopedia. I wrote an essay on the 
Biblical account of Ci'eation and Modern Science for 

15 



the Evangelical Alliance Volume in 1873. I have de- 
livered a number of courses of over tvs^enty each, 
lectures on Geology and Grenesis, on Ethnology, on the 
Functions of the Various Races of Men in History and 
sunilar subjects, in the Theological Seminary of this 
place ; two courses, of twelve lectures each, on Creation 
according to the Bible and Modern Science, and on 
Primeval Man, in Union Theological Seminary (Morse 
foundation;) one on Man and Human Races in Hart- 
ford Theological Seminary; another on the Unity and 
Variety of the System of Life at the Smithsonian 
Institute ; one also at the Brooklyn Institute, on the 
Graham foundation. 

I have contributed various partly unpublished papers, 
almost one a year, to the National Academy of Science 
since its foundation. 

My vacations have been mostly devoted to the inves- 
tigations of the Physical Structure of the Appalachian 
System of Mountains, the results of which are partly 
printed in two preliminary papers in Silliman's Ameri- 
can Journal of Science, one in 1861, the other in 1880, 
the last with a map of the Catskill Mountains. Another 
larger oiiginal map of the Catskills is published sep- 
arately. A map of the Mountain System of North 
Carolina, surveyed by myself, with the measurement of 
nearly 700 mountains, is still in manuscript. Alto- 
gether my mountain measurements, from Maine to 
Georgia, amorait to over a thousand. 



16 



JOHN T. DUFFIELD, D.D. 

Dod Professor of Mathematics. 



/. The following subjects are taught in the Mathe- 
matical Department : Algebra, Geometry, and Mensu- 
ration in the Freshman year ; Plane Trigonometry, 
Navigation, Surveying, Spherical Trigonometry and 
Elementary Analytical Geometry in the Sophomore 
year; Analytical Geometry of two dimensions com- 
pleted. Analytical Geometry of three dimensions, and 
the Differential and Integral Calculus in the Junior and 
Senior years. 

//. I am occupied nine hours a week in the Class- 
room — six hours with the Sophomore Class, two hours 
with the Junior, and one hour with the Senior. 

///. At the commencement of each of the main 
branches of study, I give an Introductory Lecture on 
the subject, and at each exercise with the class I occupy 
a portion of the time in oral instruction. 

IV. The Text-Book in Algebra is Ray's University 
Algebra ; in Geometry, Todhunter's Euclid — supple- 
mented by oiiginal Pi'opositions given by the Instruc- 
tor. Mensuration in the Freshman year is for the 
present taught without a Text-Book. 

17 



In the other branches of Mathematics, we use Loomis' 
Series of Text-Books, accompanied by oral instruction. 
This feature of our method of instruction is so prom- 
inent that it might be more correct to say, that in our 
College the branches of Mathematics just referred to 
are taught mainly by Lecture — the Text-Books being 
used by way of reference, and as furnishing examples 
for practice. The students are required to take notes 
of the Lectures, and submit their note-books for exam- 
ination at the end of each Term. 

V. Throughout the course at almost every recitation 
I give as an optional exercise Questions and Problems 
not contained in the Text-Book, the answers or solu- 
tions to be given in winting. Students who present 
solutions are liable to be called on to give the solutions 
at the black-board. 

VI, VII. I have no formal arrangement for instruc- 
tion in addition to that given in the Class-room. 

VIII. I propose giving to the Senior Elective Class 
a short course of Lectures on Quaternions. With this 
exception, I should not at present recommend any change 
in our course of instruction in Mathematics. It is the 
ordinary College course, and could not be matei'ially 
extended without increasing the time allotted to Elec- 
tive Studies, or increasing the requirement for admis- 
sion. In \dew of the inadequate provision for thorough 
instruction in the Mathematics of our Freshman year 
in most of the schools where our students are prepared 
for College, I doubt whether any advance in our 
requirement for admission would be advisable. 

IX. With the exception of a few newspaper articles, 

18 



I have published nothing within the past year. I have 
for some time had it in mind to prepare and publish 
a series of Text-Books on Trigonometry, Analjrtical 
Geometry, and the Calculus, embodying the results of 
my experience in teaching these branches. I have not 
done so, mainly owing to the state of my health, which 
has prevented me from undertaking much work outside 
of my ordinary College duties. 

P. S. — Undei'standing the first question to refer to 
the studies of the Curriculum, I have replied as above. 
It gives me pleasure to add that the Assistant in Math- 
ematics, who has given special attention to the Modern 
Higher Algebra and Geometry, has a Post-Graduate 
Class in these branches. 



19 



J. STILLWELL SCHANCK, M.D., LL. D., 

Professor of Chemistry. 



/. (a) General Chemistry; also Galvanism, Electro- 
Magnetism, <fec., including Applications 
such as Telegraph, (fee. (required). 

(b) Applied Chemistry and Organic Chemistry 

(elective). 

(c) Human Anatomy and Physiology. 

//. First terra, five hours ; second and third terms 
always three, sometimes four. 

///. Not mt)re than one-fifth or one-sixth of my ex- 
ercises are recitations. 

These need some comment. Chemistry to-day is a 
very extensive subject, and its applications are every- 
where and constant. It requires severe compression to 
introduce what should be presented in the lecture hours 
at my disposal. The course could be improved and 
more recitations introduced if more time could be had. 
My course of instruction is very fully illustrated by 
experiments. I estimate tliat each lecture needs four 
hours or more of time. 

IV. Roscoe's Chemistry or Fowne's Chemistry, or 
both. 

V. Two elaborate written examinations, and in 

20 



Chemistry sometimes a written paper at the end of 
second term sometimes not, for want of time. 

VI. Much conversational and explanatoiy instruc- 
tion is given after lecture to groups around the table 
during the year. 

VII. Six or eight years ago I made several elaborate 
annual trials of Laboratory experimenting by the class. 
It usually began well, but soon became irksome, more 
frequently failed for want of time or want of knack, 
or of cleanliness. The necessary expense was an item 
with some, and the accommodations (basement of N. C.) 
too dark and uninviting. Much time was consumed 
and really but little accomplished. In lieu of this, some 
work is now done in the Analytical Laboratory under 
Prof. Cornwall or his Assistant. Experimenting as 
above is also renewed this year by a few. 

VIII. An additional hour per week for Chemistry 
would result in a fuller and better course. But that 
woukl be at the expense of some other department. 
The branches now taught are very numerous. Chem- 
istry probably has its full share of time. 

Anatomy and Physiology I teach two hours per 
week to two divisions (one hour each) of the Sopho- 
more Class during first term. This excites interest and 
close attention. If a few hours more could be devoted 
to these subjects so as to amplify a little more and in- 
troduce more of health and hygiene, the course would 
be improved and the students gratified. 

IX. I regret to say that I am not conscious of having 
known much of anything during the past year worthy 
of publication that I had not reason to believe was 
equally well known by others. 

21 



HENRY C. CAMERON, Ph.D., D.D., 

Professor of Greek Language and Literature. 



/. Greek Language and Literature. 

(a) Senior Class. Tragedy and Greek Literature. 

(b) Junior Class. Tragedy and History. 

(c) Sophomore Class. Epic Poetry. 

(d) Freshman Class. Oratory. 

//. Senior Class, one hour ; Junior Class, two hours ; 
Sophomore Class, four hours ; Freshman Class, two 
hours. 

///. Senior Class, one-fourth of the time to Lectures, 
three-fourths to Recitations; Junior Class, one-fourth 
to Lectures or Prolegomena, three-fourths to Recita- 
tions ; Sophomore and Freshman Classes, no formal 
lectures except at the opening and close of the course 
in explanation of the language and dialects, and the 
" Homeric Question," &c. All matters pertaining to 
mythology, history, antiquities, <fec., are explained in 
connection with the recitations. 

IV. Senior Class, Crosby's or any edition of th« 
(Edipus Tyrannus ; Junior Class, Harper's Text of the 

22 



Medea of Euripides, Owen's Thucydides ; Sophomore 
Class, Owen's Iliad of Homer; Freshman Class, 
Stevens' Orations of Lysias. 

V. Written Examinations several times a year. 

VI. No formal instruction, but advice as to reading, 
<fec. 

VIL None. 

VIII. A Museum containing models of the Parthe- 
non, the Acropolis, a Greek Theatre, Copies of the 
Elgin and other collections, casts of the finest statues, 
and two more sets of the Ancient Maps by Prof. Guyot 
and myself. 

IX. Reminiscences of Prof. Henry ; Sermon on Jon- 
athan Dickinson. 



28 



CHARLES W. SHIELDS, D.D., LL.D., 

Professor of History and of the Harmony of Science and Revealed 

Religion. 



The Department of the Harmony of Science and 
Revealed Religion extends through the Junior and 
Senior years, and embraces the following topics : 

Junior First Term — Natural Theology and the Phy- 
sical Sciences ; Existence of a First Cause ; Personality 
of the First Cause; Attributes of the Divine Person, as 
illustrated by Astronomy, Geology, and Anthropology. 

Junior Second Term — Natural Religion and the 
Mental Sciences ; Problem of a Future Life, of a Divine 
Government, Probation, Theodicy, as illustrated by 
Psychology, Sociology, and Natural Theology. 

Senior First Term — Christian Evidences and Induc- 
tive Logic ; Probability of a Supernatural Revelation ; 
History, Classification and Value of its Evidences ; 
Miraculous, Prophetical, Historical and Scientific Evi- 
dences; History, Classification and Methods of the 
Sciences ; Logical Rules for correlating Reason and 
Revelation in the Scale of the Sciences. 

Senior Second Term — Christian Science and Phil- 
osophy ; History of Christian Science ; Existing Parties 
in Christian Science; Religious Problems in the Sciences; 

24 



Existing and Prospective Harmony of Revealed Re- 
ligion with the Physical Sciences ; with the Psychical 
Sciences ; the issuing Final Philosophy. 

The Department of History extends through the 
Junior and Senior years, and embraces the following 
topics : 

Junior First Term — Primitive European Civilization; 
its Elements and Characteristics; the Barbarian Period; 
the Feudal Period ; the Christian Church. 

Junior Second Term — Mediaeval European Civiliza- 
tion ; the Theocratic Period ; the Monarchical Period ; 
Democratic Institutions ; the Reformation ; the English, 
French and American Revolutions. 
. Senio]" First Term — English and American Civiliza- 
tion ; Englisli Institutions under Henry VII ; Religious 
and Political Parties ; the Commonwealth ; the Res- 
toration ; Scottish Institutions ; Elements of American 
Civilization ; the Colonial Period ; the Revolutionary 
Period ; the Constitutional Period ; the Period of 
Political Development ; Critical Epoch of Civil War ; 
Problems and Tendencies of American Civilization. 

Senior Second Term — Ancient and Modern Civiliza- 
tion ; Characteristics of Universal Civilization ; the 
Primitive Civilizations of Asia, Africa, Europe and 
America ; Jewisli Period of the Pre-Christian Civiliza- 
tion ; Roman Period ; the Formative Period of Clu'istian 
Civilization ; Experimental Period ; Modern Progres- 
sive Period; Problems and Tendencies of Christian 
Civilization. 

Scliools of Philosophical History. Conditions and 
Prospects of a Science of History. 

Four hours a week thi'oughout the year ai'e devoted 

25 



to these courses of instruction ; two in each Depart- 
ment. 

Two of these hours are devoted to lectures, and two 
to recitations ; a lecture and a recitation in each Depart- 
ment. 

The text-books used in History are Guizot's History 
of European Civilization, and Hallam's Constitutional 
History of England ; those used in the Harmony of 
Science and Religion are Paley's Natural Theology and 
Butler's Analogy of Religion. 

Five or six written examinations are held annually, 
each providing for an extempoi-aneous essay upon the 
topics of the pi-eceding course. 

Within these Departments ai*e also included the 
Dickenson Prize Essay, the Science and Religion Prize 
Essay, and the Boudinot Historical Fellowship. 

All instruction is given publicly to the whole class, 
with a standing invitation to come to the Professor for 
private explanations, which, however, are not allowed 
to interfere with a fair competition for grades, honors 
and prizes. 



26 



WILLIAM A. PACKARD, Ph.D., 

Kennedy Professor of Latin Language and Literature and the Science 

of Language. 



/. Latin Language and Literature and Science of 
Language. Instruction in this Department involves, 

First.- — The constant training of classes in the 
Etymology and Syntax of the language, and in 
the power to translate it accurately and fluently 
into idiomatic English. 

Second. — The reading and interpretation of par- 
ticular authors, whether literary or historical, or 
both combined. This implies, as collateral branches 
of study, the History of Roman Literature and 
the Archaeology of Roman Life, social and politi- 
cal. Roman History is studied in its three leading 
periods: First, in connection with portions of 
Livy's Histories, the early history down to the 
times of the Gracchi ; second, in connection with 
Cicero's Letters, the pei'iod from the Gracchi to 
the Empire ; and, third, in connection with 
Juvenal's Satires and Pliny's Letters, the earlier 

27 



Empire, especially its moral and religious aspects 
in contrast with Christian Truth and Christian 
Life. The Science of Language is treated in lec- 
tures upon its General Principles ; Physiology and 
Mechanism of Speech ; Phonetic Laws ; Forma- 
tion of Words ; History of Inflections ; Compara- 
tive Laws of Syntax. 

//. Ten hours Aveekly as the average, sometimes 
more, as follows : 

Freshmen in three divisions during three-quarters of 
the year. 

Sophomores in two divisions, three hours weekly 
through the year. 

Juniors (elective), two hours, two-thirds of the year. 
(Voluntary evening class one to two hours). 

Seniors (elective), one hour through the year. Vol- 
untary one to t^^'■o). 

Post-Graduate, one to two hours through the year. 

III. My exercises with the two lower classes are 
chiefly I'ecitations, accompanied, or rather interspersed 
with constant communication of collateral illustrative 
instruction suggested by the text-book, calculated to 
quicken and broaden the interest of the student, with 
care, however, not to infiinge upon the frequency and 
thoroughness of the recitations required of the student. 
Occasional lectures of a more formal character are in- 
troduced in the Sophomore year. These treat, in con- 
nection with Cicei'o's Letters, the representative chai'- 
acters and historical scenes and topics there found ; and 
in connection with Horace, the History of Literature 
down to his time ; his contemporaries, the introduction 
and influence of Greek, especially Alexandrian litera- 

28 



ture at Rome, and his own characteristics a,8 to topics, 
style, views of life, &c. 

In the Junior year my lectures are more frequent ; 
in connection with Juvenal and Pliny treating of the 
other sources of our more intimate knowledge of the 
social and moi'al condition of the Empire in Italy and 
the Provinces; and, in connection with such of Cicero's 
rhetorical, ethical or religious treatises as I read with 
students, ti-eating of the literary life and training at 
Rome, the sources and character of Roman Philosophy, 
and the Religion of Rome. In the Senior year my 
lectures occupy about one-third of the time, being in 
part illustrative of Lucretius, but chiefly upon the 
Science of Language. 

IV. 1 state the authors used by me in the order of 
my curriculum : Horace's Odes ; Selected Letters of 
Cicero (my own selection) ; Horace's Satires and Epis- 
tles ; Juvenal's Satires and Selected Letters of Pliny ; 
Cicero's Treatises (De Oratore, De Natura Deorum, De 
Fato, tfec, varying from year to year) ; Lucretius De 
Rerum Natura ; Bruns, Pontes Juris Romanse, with 
use of Corpus Inscriptionum Latinarum and Ritschl, 
Prisc?e Latin itatis Monumenta. 

V. I suggest questions for special investigation, and 
designate volumes and parts of volumes, illusti'ative of 
the authoi- or period under study, to be read in private 
by the class during the term, upon which questions are 
put in my examination papers eliciting extended written 
answers. All my examinations are in writing. 

VI. I have a voluntary class of Juniors, and propose 
one of Seniors, each, weekly, one to two hours in the 
evening at my study. The Juniors are reading at pres- 

29 



ent Cicero De Oratore. For the Seniors I take the 
topic of early Roman Laws and Epigraphic Remains. 
Works like Maine's Ancient Law and De Coulange's 
La Cite Antique cover the prehistoric ground, and form 
introductory and collateral reading. 

VII. The work above indicated may be regarded as 
the answer to this question, with the addition of exer- 
cises in extemporaneous translation and interpretation 
of passages at sight, both oral and written. 

VIII. The Department seems to me in a satisfactory 
condition. 

IX. An article in the Presbyterian Review entitled, 
Juvenal's Historical Judgments ; some Literary Notices ; 
Sketches of College Presidents in the Princeton Book. 



30 



JOSEPH KARGE, Ph.D., 

Woodhull Professor of Continental Languages and Literature. 



/. French and Grerman grammar, reading, oral and 
written ti'anslations from original idioms into English 
and vice versa; practical application of these languages 
in using them as vehicles of explanation and illustra- 
tion. History of gradual development of each, kin- 
ship to others on the European continent, intellectual 
treasures of their literature, and influence exercised in 
elevating the standard of modern civilization. 

//. Number of hours devoted to class instruction 
varies with the number of students. The present 
Sophomores, of whom French is required throughout 
the year, have two hours pei' week. Aveiage numbei' 
of students in attendance one hundred and four. 

Saturday being the only day in the week on which 
the class can meet the instructor in divisions of twenty- 
five students each without interfering with other de- 
partments, the method of instruction is both oral aiul 
written, the latter on the black board, in which tlie 

31 



entire division engages at the same time, illustrating 
and putting into practice rules previously explained ; 
special pains being taken that each student draws from 
his own resources. In this manner, the preliminary 
rules of the language are thoroughly inculcated. Indi- 
vidual reading, parsing, translation and I'apid manipu- 
lation of the verb in connection with sentences and 
periods strictly adhered to. 

Tuesdays, when other departments claim the atten- 
tion of the class, two divisions only, averaging fifty 
each, meet the instructor. The lesson is devoted to a 
recapitulation of what has been practiced on the pre- 
vious Saturday, by turning rapidly into French, after 
dictation, English themes carefully arranged for that 
occasion by the teacher. At the close of an hour, all 
papers are taken up and carefully examined by the in- 
structor in his study, mistakes underscored and returned 
to the pupil for correction and written explanation. 
This method, laborious as it will be seen, has proved 
by long experience the most effective, both in theoreti- 
cal and practical results, besides keeping up an ever 
increasing interest and emulation of a large majority in 
the class. Number of hours per week devoted to the 
Sophomores averages between sixteen and eighteen, 
viz. : Six hours, in the class room ; eight to ten hours 
in looking over ^vlntten recitations and I'eviewing cor- 
rections ; two hours, in coaching students, who eithei- 
through sickness or other causes have been })revented 
from class attendance. 

Juniors — There are a certain numbei' of studies left 
to the choice of the student in the two upper classes, 
the Continental languages being included. Any student 

32 



enrolling his name for the continuance of French in the 
Junior class is compelled to take also German ; two 
hours per week being allotted to both. The essential 
preliminaries having been mastered in the previous 
class, a course of reading in French is taken up, con- 
sisting of the choicest pieces of the classical drama, 
viz. : " Le Cid," of Corneille ; " L'Athalie," of Kacine; 
" Les Fourberies de Scapin," of Moliere. In reading 
these critically, both grammar and practical application 
are steadily kept in vieAV. Besides, questions are made 
in the language taught, and answers in the same 
language insisted upon by the instructoi-. 

The German language being a new study, the method 
pursued with it is essentially the same as in the Sopho- 
more class in French, except that during the first term 
A\Titten ]"ecitations are suspended and in lieu thereof 
wi'itten exercises are insisted upon once a week, to en- 
able the students to acquire sufficient practice in form- 
ing written characters. Meantime, great attention is 
paid to grammar and the acquisition of a vocabulary, so 
that at the beginning of the second term, a reader can 
be placed in the hands of the pupils and the course of 
weekly recitations resumed, which continue to the close 
of the academic year. 

Average time devoted to this class is ten hours per 
week, viz. : To two divisions, forty each, four hours ; 
four hours in looking over written recitations, and from 
one to two hours with students who require additional 
assistance outside of the class I'oom. 

Seniors — The number of electives in this class de- 
ci-eases about twenty per cent., and consequently the 
labor of instruction becomes less onerous. It is optional 



with the student to take either one or both of the lan- 
guages; the majority, however, show a decided prefer- 
ence for the Grerman ; the proportion in the present 
class being forty -two, among sixty-iive electives ; five 
take both. One hour per week is assigned to each. As 
considerable preliminary work still remains to be done 
in German to fit the student for an intelligent and ex- 
tensive course of reading, this class meets the instructor 
in two divisions, twenty-one each. To familiarize the 
student with the intricacies of the German style, his- 
torical prose is selected, and after a fair mastery of the 
same, choice pieces of an epic, lyi'ic and dramatic nature 
from Lessing, Schiller and Goethe are read, with critical 
analysis of characters, bringing also to the notice of the 
student their ethical and esthetical tendencies. The 
French course is essentially the same, except the stu- 
dents having had better opportunities to familiarize 
themselves with that language, and knowing Latin, a 
more comprehensive insight into the history of its 
growth and development is afforded them. At the 
middle of the second term, although a part of the time 
is still employed in the practical acquisition of these 
languages, the other part is devoted to lectures. A cur- 
sory view is taken : 

(rt) Of the Ethnology of Europe 

(b) Of the literary nations constituting the 

Aryan stock. 

(c) European families springing from that stock. 

(d) Geographical distribution of these families. 

(e) Physical, moral, and political causes which 

have operated to advance or retard their 
intellectual growth. 

34 



(/) Degree of kinship existing between them, 
illustrated by linguistic comparisons. 

(g) Origin of modern nations emanating from 
each of the three great families, and the 
rank they occupy in the realm of modern 
letters. 

Of the literary treasures of France and Germany a 
comprehensive exposition is given, tracing from the 
traditional and legendary periods the gradual develop- 
ment in letters to the classical period. Eminent writers 
of the same are reviewed with reference to salient 
traits, showing the influence which they have exerted 
upon contemporary and succeeding generations. 

IV. Text-books in this department are indispensable 
to the pupil, but seldom or never made use of by the 
teacher in the class room ; principles being conveyed by 
means of oral and written exercises. To secure unity 
of plan among the instructors in this department, 
weekly conferences are held, in which suggestions and 
comparisons are made and results noted. 

Before concluding the questions referring to the 
Academic Department, it is proper to add, that the 
French language is made a required study in the Fresh- 
man class during the last term of the year. The class 
is taught in divisions as in succeeding years. Addi- 
tional time amounts to eight hours class instruction per 
week, besides a like number of hours for looking over 
written recitations. 

Questions ///, V and VI are included in the an- 
swer given to question //. 

35 



School of Science. 

The same method is pursued here as above, except 
that in the two lower classes the oral mode of instruc- 
tion proves more effective, owing to the limited number 
of students in a class room. To test the progress and 
practical knowledge of the students, written recitations 
take place every two weeks. Six hours in the Fresh- 
man and four hours in the Sophomore class per week 
are allowed for both these languages. During the iii'st 
two years the iustructoi'S aim rather to obtain the 
largest j^ossible amount of practical than technical 
knowledge, for the purpose of enabling the student 
when in the Junior class to seek information in French 
and German authors on scientific subjects involving 
original research. 

In the two upper classes three hours are devoted to 
the study of languages. The want of an efficient 
assistant in past time has been felt, consequently the 
instructors ai'e obliged to confine themselves for the 
current year to a curriculum which ought to have been 
completed in the two lower classes. Henceforth, it will 
be the earnest endeavor to thoroughly ground the pupils 
in the preliminaries, for which the first two years afford 
sufficient opportunity. The two succeeding years v»^ill 
be devoted to a literary course in which the student 
will be led to a higher appreciation of the languages. 
As means of conveyance the languages tauglit are to be 
used altogether, and written exercises, compositions 
and themes bearing on scientific subjects will be re- 
quired. 

To supply material for compositions and themes, a 
scientific compendium in Fi'ench and Grerman is in pi-e- 

36 



paration, and will be introduced at an early day, em- 
bracing the history of the most important inventions 
and discoveries ; also extracts from noted authorities. 

VIII. In the way of suggestion, I would respect- 
fully ask that more opportunity be given to the students 
of the College of New Jersey for the study of German. 
The present allowance barely averages sixty-eight hours 
in a course of two academic years ; while a three-fold 
amount would be none too much. The desire for the 
acquisition of this language has been steadily on the 
increase, and I am justified in saying that in spite of the 
limited time given to it, the results are gratifying, 
owing chiefly to the zest which the students evince for 
its mastery. 

IX. The instructors in this department, however am- 
bitious to crystallize the substance of their experience 
in the form of publications, are taxed to the utmost 
limits, and the time remaining to their disposal barely 
suffices to keep them posted on the current topics of 
their own department. 

Recapitulation", 

The exact number of students attending this depart- 
ment is as follows : 

Sophomore, Academic, required, one hundred 

and four (104) 

Juniors, Elective, eighty - - - - - (80) 

Seniors, " sixty - - - - - (60) 
Freshmen, requii-ed, during the last term of the 

year, one hundred ----- (100) 

37 



Scientific Seniors, seven - - - - - (7) 

" Juniors, eight - - - - - (8) 

" Sophomores, twenty - - - - (20) 

" Freshmen, eighteen - - - - (18) 

Grand total, - - - - 397 
Total of hours of class room instruction per week 
during the first two terms, twenty-nine ; during the 
thii'd term, thirty-seven. Work done in immediate 
connection with class instruction from thirty to thirty- 
fom' houi's per week, averaging grand total seventy 
hours, equally shared between two instructors. 



38 



CYRUS F. BRACKETT, M.D. 

Henry Professor of Physics. 



I. My department is Physics, including 

{a) Elements of Mechanics. 

(I)) Acoustics. 

(c) Heat. 

{d) Light. 

(e) Electricity. 

(/) Magnetism. 

II. Four hours a week are given to tlie Juniors dur- 
ing the iii'st session, and three during the second and 
third. I am occupied mth the Seniors of the School of 
Science and the elective Seniors of the Academic course 
four hours a week throughout the year — the time being 
equally divided between the Scientific and Academic 
students. 

///. With the Junioi's, about one hoiir in four is 
occupied in recitation. The Seniors' work is of a differ- 
ent character and requires individual direction and 
instruction. 

IV. Ganot's Physics is used as a text-book with the 

39 



Juniors. Witli the Seniors liberal and constant use is 
made of the literature of the subject, found in the Col- 
lege libi-ary, but no special text-book is used. 

V. Two written examinations are required each year 
from the Juniors and a graduation thesis from the 
Seniors. 

VI. Assistance is given in the laboratory during 
laboratory hours to such as apply for it. 

VII. Laboratory work is required of the Seniors, in 
special courses, in Physics. 

VIII. I would suggest that Physics be made an 
elective instead of a required study for the Seniors of 
the School of Science ; in order that time need not be 
wasted by those uufit or not desiring to pursue the 
special work of the department ; 

And, secondly, that the Board of Trustees appoint a 
proper visiting committee of working physicists, who 
shall, at least once a session, examine the proficiency of 
the classes and the methods employed in the laboratory, 
and shall report in writing to the Board of Trustees, 
which would, it may be hoped, think best to publish 
the report. I should hope to see similar measures 
taken in every department of the College, as is done at 
some other institutions. 



40 



HENRY B. CORNWALL, A.M., E.M., 

Professor of Analytical Chemistry and Mineralogy. 



/. Quantitative Chemical Analysis, for Seniors and 
Juniors, S. S., general and elective. 

Qualitative Chemical Analysis, for Sophomores, S. S. 

Laboratory Chemistry, illustrative of Theory and 
certain applications of Cbemistiy. Seniors, Academic, 
Elective, 

Blowpipe Analysis, Freshmen, S. S. 

Mineralogy, Sophomores, S. S., and Juniors, Elec- 
tive, S. S. 

Lithology, Seniors, S. S. 

Assaying, dry method. Seniors, S. S. Elective. 

//. Seniors, S. S. One hour a week. 

Seniors, Academic Elect. Two hours in three weeks. 

Juniors, S. S. One hour a week. This class is 
principally engaged in the Laboratory. 

Sophomores, S. S. One liour in two weeks during 
First and Second Term ; two hours a week in Third 
Term. 

Freshmen, S. S. One hour a week during First 
Term ; one hour in three weeks during Second and 
Third Terms. 

41 



This represents 4 1-10 hours of class-room work each 
week throughout the year. 

///. Seniors and Juniors, three-fifths Lectures, two- 
fifths Recitations ; Sophomores and Freshmen, one-half 
Lectures, one-half Recitations. 

IV. Seniors and Juniors, S. S., Cairns's Analysis, 
Sophomores, S. S., Fresenius's Qual. Analysis. 
Freshmen, Dana's Manual of Mineralogy. 

Senior Academic Elect. Cornwall's Laboratory Notes, 
printed exclusively for them. 

The above books are indispensable. 

V. Two-thii'ds of the recitations are ^^a'itten ; all 
examinations are written, with addition of Laboi-atory 
Examinations for Sophomores and Freshmen, and prac- 
tical examination in Mineralogy for Sophomores, S. S., 
and Juniors, S. S., Elective. 

VI. Occasionally an hour a week to some special 
student or post-graduate, but otherwise only what is 
included under VII. 

VII. I conduct the Laboratory work with che fol- 
lowing classes in person: 

Juniors — One hour a week. 

Sophomores — Five hours weekly, except the time 
spent in the class-room. 

Freshmen — One hour weekly during Second and 
Third Terms. 

This represents 5 7-10 hours weekly throughout the 
year. The time is entirely taken up with the work, 
which requires my constant attention and is simply 
class-room work in another form, under my present 
system. 

42 



The Freshman class ought to have two hours weekly 
during Second and Thii'd Terms, as they had when the 
school first started, and it is my intention to secure this 
as soon as the appointment of an Instructor in Drawing, 
now under consideration, makes it possible, by enabling 
us to re-arrange our schedule. My Laboratory hours 
will then represent 6 3-10 hours weekly. 

No account is taken of the time spent in preparing 
lecture experiments. 

VIII. It is very desirable to confine the work of 
Professors especially engaged with the School of Science 
classes as much as possible to work in the School of 
Science. The subject is one deserving the attention of 
the Trustees, since it can be, perhaps, remedied by trans- 
ferring some of this work to any new appointees in 
Scientific branches. 

I refer especially to work in Zoology, Biology, Math- 
ematics and Modern Languages. 

It is not in my Department, but it seriously affects it. 

IX. Two short articles in the American Journal of 
Chemistry, giving the results of original work. I have 
on hand, awaiting a favorable opportunity for publica- 
tion, the manuscript of a Manual of Blowpipe Analysis. 

Note A. The above report takes no account of time 
spent in arranging and preparing collections of rocks 
and minerals for the Cabinet and the students' iise, nor 
of time spent in analyzing and assaying the substances 
on which the students are to be engaged. The proper 
management of Chemical Laboratories involves the ex- 
penditure of time, not bearing at all upon class-room 
experiments, which may be estimated at one-third of 
the spare time of every working day. 

43 



Note B. Mr. Marsh has charge of the Quantitative 
Laboratory, the Assay Laboratory and the practical 
work of the Academic Elective Senior Class in Labora- 
tory Chemistry, which occupies the whole time every 
day, except on Wednesday afternoons, when he will 
be employed in general work in the Department. 



44 



GEORGE MACLOSKIE, LL.D., 

Professor of Natural History. 



/. Special topics taught by Professor, 
(a) To School of Science classes — 

1. Strnctural Botany and classification of 

Plants. 

2. Microscopical Anatomy of Plants ; their 

Physiology, Uses, Distribution; Prac- 
tice of Examining Plants and of Her- 
barizing. 

3. General Zoology. 

4. Special course of Biology (including the 

Microscopical and Gross Anatomy of 
Animals, and Embryology.) 

5. Course of Human and Comparative 
Physiology. 

6. Course of Bible Instruction, viz. : Old 
Testament History of Redemption ; 
Life of Jesus. These two subjects are 
taken on alternate years. 

45 



(h) To Academical Classes — 

7. Outline course of Zoology. 

8. Outline course of Botany. 

9. Museum work : An Elective Class of 

Seniors (36 in it this year), taken 
through a series of practical examina- 
tions of vegetable and animal type- 
specimens. 

//. Schedule of week's work : 

Monday — 3^-5 P. M., Biology. (Seniors, S. S., 
special class). 

Tuesday— 8i-10 A. M., Botany. (Freshman, S. S.) 
10-12 A. M., Physiology. (Seniors, S. S.) 

Wednesday — 8^-10 A. M., Museum work. (Seniors, 
Academic). 3i-5 P. M., Museum work. (Seniors, 
Academic). 

Thursday— 9-10 A. M. and 11-12 A. M., 1st session. 
Biology. (Seniors, S. S., special class). 2d and 3d ses- 
sions, Botany and Zoology. (Sophomores, Academic.) 
3^-5 P. M., Botany. (Sophomores, S. S.) 

Friday — Occasional classes in first session. During 
second session, 9-11 A. M., Biology. (Seniors, S. S.) 

Saturday — 8.15 A. M., Conduct Chapel Exercises. 
8.30 A. M., Bible Class. (Freshmen, S. S.) 9.00 A. 
M., Bible Class. (Sophomores, S. S.) 10.00 A. M., 
Zoology. (Juniors and Seniors, S. S.) 

Total — An average of about 15 hours per week in 
actual instruction. 

///. Proportion of hours given respectively to lec- 
tures and recitations : 

46 



1. As to Sophomore Class, (Academical). — Two 

recitations in the year are required of each 
student. The remainder of the time is de- 
voted to Lectures, 

2. As to the Senior Elective Class of Museum 

work and all the classes of the School of 
Science. — The time of each meeting is de- 
voted in about equal proportions to recita- 
tions and to practical work under the 
direction of the Professor. His explana- 
tions sometimes take the form of short 
'Lectures.' 

/r. Text Books. 

(a) Botany — Gray's "How Plants Grow," and 
" Manual of Botany;" Wood's " Fourteen 
Weeks in Botany ;" McNab's "Morphology 
and Physiology;" Bessey's "Botany." 

(6) Zoology- — Tenney's (or Harbison's) outlines 
of Zoology ; Packard's Zoology ; Huxley's 
" Anatomy of Invertebrated Animals ;" 
Huxley & Youmans' " Physiology and 
Hygiene ;" Fostei''s "Physiology;" Huxley 
& Martin's " Biology." 

K Written Exercises. 

1. With Academic Classes. — Written exercises 
are invited (though not re(|uired), from all 
students, and credit is given for such in re- 
turning grades. About half the students 
avail themselves of this arrangement, some 
of them giving many carefully prepared 
exercises. 

47 



2. As to School of Science Classes. — Frequent 
exercises are required ; say twenty in the 
year from each Freshman and Sophomore, 
including a botanical thesis from each 
Sophomore, showing careful work with the 
microscope. The Seniors are required to 
prepare a graduation thesis on some subject 
in Biology ; and four or five exercises on 
subjects studied are required during the 
year from each student of the Junior and 
Senior Class. 

VI. Instruction out of recitation hours. 

1. The students are all permitted and encour- 

aged to do original work, examining speci- 
mens and preparing exercises and theses, in 
the College rooms, using the apparatus be- 
longing to the department, and having the 
supervision and assistance of the Professor. 
Many, both of the Scientific and of the 
Academical students, make use of these 
opportunities. 

2. In springtime the classes studying Botany 

are taken out by the Professor on Botanical 
excursions, collecting and examining plants. 

8. The character of this department is such that 
the Professor must devote a considerable 
portion of time before the meeting of each 
class, to procuring specimens, and arranging 
instruments, and after the meeting to placing 
the instruments in their place of deposit, 
and seeing that they are in proper condition. 

48 



VII, Laboratory work. 

All the classes (excepting Sophomores, Academic) 
are continually exei'cised in Laboratory work. 

This consists in Analyzing, Classifying and Drying 
Plants, in studying their Histology by means of the 
Dissecting and Compound Microscopes, in describing 
the parts of plants ; in dissecting and examining ani- 
mals of different classes, hardening soft parts, making 
sections and preparing them for microscopic examina- 
tion, and in studying their development from the egg. 

F///. Suggestions for Improvement. 
Much is required before this department can occupy 
a satisfactory position in College. 

1, An intelligent attendant is needed to save 

the Professor from searching out specimens 
(often taking journeys to the fields and 
livei's after them), to prepare apparatus 
and keep it in order, to clear away 
api^aratus after it has been used, and to 
attend to our Botanical collections. 

2. The supply of books for this department 

needs to be considerably increased. No 
satisfactory work can be done in Biology 
without access to a good library. 

"?>. The books required for consultation ought 
to be removed to the same building with 
the Collections and Laboratories. 

4. A seaside Laboratoiy for Summer work is 
requii-ed in connection with this depart- 
ment, to be located at Barnegat Inlet or 
some other convenient part of the coast. 

49 



5. A fellowsbiji in Natural Science is needed to 

encourage and aid students who give prom- 
ise of distinction in this work. 

6. Some provision is needed in the College for 

instruction in drawing to the students who 
have to prepare illustrations for their exer- 
cises and theses in this department. [This 
is now supplied by a new Instructor in 
Graphics.] 

IX. Publications by the Professor during the past 
year: 

1. " The Proboscis of the Housefly." A paper 

read before the New Jersey Microscopical 
Society, and the New York Academy of 
Sciences. Published in American Natural- 
ist, of March, 1880, with illustrations. 

2. " The Endocranium and Maxillary Suspen- 

sorium of the Bee." A paper read before 
the American Association for Advancement 
of Science, (Boston, August, 1880) ; now in 
printer's hands for publication in the " Pro- 
ceedings" of the Association, with six 
illustrations. 
Also on subjects exterior to tlie Department he has 
edited the Journal of John Brainard, (formerly a Trus- 
tee of the College), and published other contributions. 



50 



JAMES O. MURRAY, D.D., 

Holmes Professor of Belles Lettres and English Language and 

Literature. 



/. The English Language and Literature. The his- 
tory of the English Language is taught in the Junior 
year, in connection with Lectures on Early English Lit- 
erature. The course in English Literature, beginning 
with the Earl)?- English period, is continued to Words- 
worth. Only representative authors are chosen from 
the vast field, and the aim of the course is to inspire a 
literary taste, and produce a literary culture by ci'iti- 
cism of works, rather than by biographical details. 

There is also a Post-Gi-aduate class in this depart- 
ment pursuing the study of Early English and English 
Literature. This year I am meeting this class two 
hours a week. 

Attached to this cliair, is also a department of Bib- 
lical Instruction. For this purpose I meet the Junior 
class once a week. The Book studied is the Acts of 
the Apostles. Sometimes I have had a short course of 
lectures on the Prophets. 

//. The hours employed in giving instruction are 
as follows : Senior class, one ; Junior class, two ; Post- 
Graduate class, two. 

But in justice to myself I must ask attention to the 
amount of time consumed in reading and correcting 
essays {vide answer to Question V.) 

51 



///. Two lectures followed by a recitation. 

IV. Lounsbury's History of the English Language. 

T^. Senior Class — 

1st Term, 1 Essay, 10 pages. 

" 1 Chapel Stage Oration. 
2d Tenn, 1 Essay, 12 pages. 

" 1 Commencement Speech. 

Junior Class — 

1st Term, 2 Essays, G pages. 

1 Speech. 
2d Term, 2 Essays. 
3d Term, 1 Essay, 8 pages. 
As the classes average about one hundred men, I 
have from the Jimior class 3,200 MSS. pages; from 
the Senior class, 2,200 ; total, 5,400 of essays alone. 
Last year Prof. Raymond had the speeches under his 
care. 

TT. I have been accustomed to meet the Senior class^ 
for readings in English Literature once a fortnight 
din'ing the winter months. If time and strength per- 
mit, I would like to do the same with the Juniors. No 
work does more for this department, than work of this 
sort. 

\IT. There are two suggestions as to improvement 
of this department : 

1. The elocutionary instruction should be put at once 
upon a different basis. [The recent appointment of 
Prof. Raymond to the Chair of Oratory fully meets 
this suggestion.] 

2. The study of Early English should be made op- 
tional in the Senior year. 

52 



CHARLES McMillan, C.E., 

Professor of Civil Engineering and Applied Mathematics. 



/. In the Freshman Class (C. E. and B. S.) 

Ist. Elements of Industrial Draiving. Beginning 
with instructions as to the use of di"amng instruments 
and materials, and the proper mode of handling and 
adjusting them, the student is drilled in the execution 
of different kinds of lines ; of right, curved and broken 
line shading; and in the use of brushes and colors in 
tinting, wet and dry shading and stippling. After ac- 
quiring a certain degree of skill in the preceding, the 
student is exercised in the modes of representing dif- 
ferent materials both by conventional symbols and ])y 
imitating scenic effects. This course is followed by 

2d. Elementary Projections. This is given by lec- 
tures and drawing exercises, and is designed to expand 
the application of the preceding course to elementary 
drawing in three dimensions and to break ground for 
the succeeding course in Desci'iptive Geometry. The 
drawing is almost entirely from models. 

3d. Geodesy. The fair days of Autumn and Spring 
are devoted to the field work of chain sui'veying and 
compass survej-ing. This is preceded by a very short 



course of lectures, barely sufficient to cover the neces- 
sary instruction as to the manipulation of instruments. 
The theory and principles are afterwards thoroughly 
unfolded by recitations from text-books, with supple- 
mentary notes. (Course given to C. E.'s only.) 

Iisr THE Sophomore Class (C. E. and B. S.) 

1 st. Descriptive Geometry, Shades and Shadows and 
Perspective. This course, like the first and second of 
the Freshman year, although not properly belonging to 
a chair of Civil Engineering, is given, for want of a 
better arrangement, by my assistant under my direction. 
The general students in the School of Science take the 
same course as the engineering students, with the excep- 
tion of warped surfaces and some special problems. 

2d. Topographical Draunng (given to C. E.'s only), 
consisting of drawing exercises In the elements of pen 
topography, and ending with the execution of a finished 
pen and ink map of the compass sui'vey made at the 
close of the Freshman yeai\ 

3d. Geodesy (given to C. E.'s only). The course con- 
sists mainly of field work in the adjustment of instru- 
ments, leveling, contouring and plane triangulation. It 
is preceded by about a dozen very exacting recitations 
on the theory of the above operations. 

In the Junior Class (C. E. and B. S.) 

1st. Topographical Drawing (given to C. E.'s only), 
consisting of the execution of plates in colored topog- 
raphy, and closing with a study in landscape design ; 
also, of the construction of hydrographic charts, plans 
of town and mine sui'veys. 

54 



2d. Machine Dratving and Stereotomy (gi\ren to C. 
E/s only), consisting of graphic solutions of pi-oblems 
in cinematics, laying out tooth curves and of the 
general study of trochoidal curves ; also of the prepara- 
tion of working drawings of details of structures, and 
of a finished drawing from measurement of some struc- 
ture, or piece of mechanism. 

^-^d. Geodesy (given to C. E.'s only), consisting of 
recitations and field work in town, mine and plane table 
surveys, and in hydrography. 

4th. National Mechanics. This subject is taught to 
candidates for both degrees with the exception of those 
students who elect Natural History or Chemistry. The 
instruction is given, as far as possible, with the aid of 
the calculus, and presupposes that the students have an 
intimate knowledge of mathematics. An endeavor is 
made to reach the standard attained in the same subject 
in the Military Academy and in the Rensselaer Insti- 
tute at Troy, N. Y. 

In the Senior Class. (C. E.) 

1st. Physical and Exjjerimental Mechanics. This 
consists of two courses, both from text-book ; the one 
on elasticity and strength of materials, and the other 
on practical hydraulics. Both courses are coupled with 
illustration and experiment. 

2d. The Theory of Afotors. This course covers the 
general theory of water wheels, water pressure engines 
and steam engines. It is given from text-book, with 
illusti'ations. 

3d. Stability of Structures, or the theory of framed 
structures; i. e., of roofs and bridges ; and of block 

55 



structures ; as walls, arches, &c. The first is taught 
from text-book, the second from lectures. 

4th. Constniction^i. A descriptive course taken from 
Wheeler's text-book, with notes, ending with lectures 
on the design and construction of water works, sew- 
erage, roads, railways and tunnels. 

5th. (reodesy, consisting of lectures on road surveying 
followed by field practice in reconnoitering, locating and 
cross-sectioning. This is followed by a short course of 
lectures on Higher Geodesy. 

6tli. Stereotortiy^ consisting of a course on stone cut- 
ting — taken from text-book. It is coupled with exercises 
in the laying out of stone mason's templates and pat- 
terns. One set of these is usually tested by applying 
them to the cutting of a "stone" from a rough block 
of plaster with the aid of the square, straight edge, and 
other mason's implements. 

7tli. Topographical Drawing, consisting of the pre- 
paration of a colored map of the railway survey with 
finished di*awings of proposed profile and sections. 

8th. Graduating Thesis. In this the student receives 
general instructions as to the treatment of the subject- 
its arrangement and illustration. The main work of 
the Professor, however, is in keeping up a running 
check on all the computations in order to avoid the 
use of wrong formulae, to detect erroneous computa- 
tions, and to prevent unjust conclusions. 

As the student's traditions in regard to professional 
theses become more settled, and attain a better form, 
with age, the severity of this labor on the pai't of the 
instructor will become less, and the graduating theses 

5H 



will approacli, in point of originality and thorougliness, 
more nearly what they should be. 

//. The instruction in the preceding subjects is given 
with the aid of one assistant. How much time is 
devoted thereto by each one of us is a difficult question 
to answer conscientiously, because the unavoidable 
clashing of hours in the schedule makes a confusion in 
our work which prevents the laying out of studies for 
any considerable period ahead. Also, because I have 
pursued the policy, not only of directing the work of 
my assistant, but likewise of taking part in the exercises 
often enough to keep up a fair acquaintance with the 
progress of his classes. This participation in my as- 
sistaDt\s work has hitherto occurred about twice a 
week during recitations, and much oftener in the prac- 
tical exercises, especially in di-awing. 

It may be fairly said that in the first term I have 
conducted thirteen of the regular exercises allotted to 
my department, wliile my assistant has had charge of 
fourteen. The equivalents in hours would be twenty- 
two and twenty-five and a half hours respectively. 

During five weeks of the second term, twenty-nine 
exercises per week are required of us, of whicli I have 
endeavored to give fifteen and my assistant fourteen, 
equivalent to twenty and thirty hours per week respec- 
tively. 

In the latter part (.)f the second term the schedule 
requires twenty-five exercises, of whicli I take twelve 
and my assistant thirteen, devoting thereto twenty-one 
and twenty-five hours. 

In the third term this continues with the addition of 
thesis woi'k, which, alone, if properly superintended. 



requires an araonnt of time equivalent to about one- 
lialf of tlie entire third term. I have not inclndecl in 
the al)ove the time spent with special students, especially 
with those who purpose ultimately taking the degree of 
C. E., nor that devoted by me to the weekly testing of 
my Assistant's classes and to the direction of his prac- 
tical exercises, nor that necessarily consumed in the 
care of apparatus and in the preparation and assem- 
bling of the same for illustrating lectures, or the text- 
book. I have also left out of the above estimate the 
time which both my assistant and I have given to 
students who have asked permission to continue their 
work aftei' hours ; that is to say, between exercises, 
after twelve, and occasionally, in iiehi work, after the 
evening Chapel hour. Whenever possible, we have 
continued their exercises, but with the distinct under- 
standing that they must not infringe on the claims of 
othei- departments. The extra time thus given in 
Spring and Autumn has amounted to from 15 to 20 per 
cent, of the schedule time. In Winter about 10 per 
cent, ^vill fairly represent it. 

///. The bulk of the work is done with the aid of 
text-books. Lectures are mainly auxiliaries, /. c, they 
either initiate, explain, or add to, the matter of the 
text-book. There are three exceptions, viz., the lectures 
on Stability of Structures; Water Works and Sewer- 
age ; Roads, Railways and Tunnels. 

It will be safe to say that only about one-sixth of all 
the recitations are from lectures. 

IV. Grillespie's Land Surve^nng. 

Gillespie's Higher Surveying. 

Warren's Elements of Descriptive Geometry. 



Warren's Stone Cutting. 

Smith's Mechanics. 

Wood's Mechanics (on trial). 

Wood's Strength of Materials. 

Bnrr's Stresses in Roofs and Bridges. 

Eddy's Thermodynamics. 

Wheeler's Elements of Civil Engineering. 

Bresse's Hydraulic Motors. 

Searles's Field Book for Engineers. 

V. The black-board exercises of my recitations may 
be justly regarded as written exercises in purpose and 
effect. Four-fifths of my recitations, on an average, 
require black-board exercises ; the total being ten or 
twelve black-board exercises per week for the entire 
department. 

At least one written examination in the department 
is required every year by the lules of the College. 

With the exception of these, I have no written exer- 
cises other than the graduating thesis. This paper, 
when properly prepared, consumes an amount of time 
on the part of the student, equivalent to from three to 
four weeks of whole days. I have occasionally known 
it to require more time. 

The subject is generally selected, and the drawings 
begun in the first tei'm of the Senior year. The students 
devote to this work such time as they can spare through- 
out the rest of the year, and, with the exception of two 
or three days' rest after the final examinations, the 
whole of the senior vacation preceding commencement. 

VI. My exercises consist of — 
1st. Lectures. 

2d. Recitations on lectures and from text-book. 

59 



od. Drawing exercises, including sketching to scale 
and laying out measurements from models ; also map- 
ping from actual surveys. 

4tb. Field work in surveying, locating and staking 
out. 

5tli. Laboratory work in testing materials in hydraulic 
experiments, in erection of structures, and in the ex- 
perimental determination of power and efficiency of 
steam and hydraulic motoi's. 

6th. Thesis work. 

VII. This question is answered in the fifth section 
of the reply to the sixth question. Sections three and 
four of the same reply may be adverted to as possibly 
coming within the scope of this question. They refer 
to practical exercises, the main pui-pose of which is to 
make the students skillful manipulators. 

VIII. The first suggestion which I Avould take tlie 
libei'ty of making is, that all the instruction in instru- 
mental and free-hand drawing, excepting topographical 
drawing, be gathered into a complete depai'tment, and 
that a competent instructor be placed in charge of it. 
I would beg leave to suggest that this department be 
designated either as the Department of Graphics, or as 
that of Descriptive Geometry, Stereotomy and Free- 
Hand Drawing — the latter indicating the sub-divisions. 
[An Instructor in the department of Graphics has just 
been apjiointed.] 

Another suggestion which I would beg leave to make 
is, that the standard of requirements for the translation 
of students from class to class be raised by establishing 
some grade, higher than 50, say GO, to begin with, as 
the minimum grade or number on which a student may 

()0 



be declared passed. I believe that a good standard can- 
not be reached in a scientific, or a professional school 
with a minimnm limit of 50. It shonld be at least 60. 
In this connection it may be well to allude to the fact, 
that the theoretical and actual meanings of any such 
minimum limit are somewhat different ; the latter being 
always lower than the former by an appreciable 
amount. I would state also that my department would 
be benefited by gradually raising the standard for 
admission in Mathematics so as to include the whole of 
Plane Geometry, and Algebra through Quadratics. 

I would further suggest that a sharper tracing by the 
Trustees of the lines of separation between interlocking 
subjects of different professors, followed by a recasting 
of the schedule with especial refei'ence to the natural 
and logical sequence of the studies, might result in a 
decided gain of time, by avoiding a repetition of the 
same subject in different courses, I incline to the 
opinion that some changes in these particulars made 
with care, and judiciously, would be of advantage to all 
the courses of the School of Science. 

I would beg leave to suggest, finally, that 
a small visiting committee of educated civil en- 
gineers of the standing of Gen. McClellan, Mr. A. J. 
Cassatt, or Mr. A. L. Holley, might be of great help 
to the Department of Civil Engineering by attending 
its examinations, giving it the benefit of theii' advice or 
suggestions, and reporting its condition and progress to 
the Board of Trustees. 

IX. I have published nothing during the past year. 



(U 



CHARLES A. YOUNG, Ph.D., LL.D., 

Professor of Astronomy. 



T. (rt) General Astronomy to the whole Senior Class 
— both Academic and Scientific. 
{h) Practical Astronomy — elective to members of 
the Academic Senior Class ; required of the 
Civil Engineers. 

//. About eight ; but the number varies. During 
the first term I have the class in General Astronomy 
twice a Aveek ; generally in two divisions, making four 
hours. The class in Practical Astronomy recites, once 
a week, and if the weather is fair I am generally occu- 
pied with them three or four hours during the evenings 
of the week. During the second and third term I have 
the General Astronomy only once a week. 

///. I intend to give about one lecture to two reci- 
tations. 

IV. 1 use Newcomb <^ Holden's Astronomy for the 
General Class, and Loo?nis's Practica] Astronomy for 
the Elective Class. 

V. A written recitation about the middle of each 
term for the General Class, besides the regular exam- 

62 



inatiou. Last term, however, the written recitation 
was omitted on account of special circumstances. The 
work of the Practical Astronomy Class is nearly all in 
writing. 

VI. The General Class visit the Observatory to look 
at various astronomical objects three or four times each 
term. 

(I am not quite sure as to the meaning of the ques- 
tion). I have had during last year three pupils in 
Astronomy, not belonging to College Classes. One — 
A. S. Flint — has been appointed Assistant to Dr. 
Grould at the National Observatory of the Argentine 
Republic at Cordova, South America. 

VII. Nearly the whole work of the Practical 
Astronomy Class is of the nature of Laboratory work, 
consisting in tlie making of Astronomical observations 
and their reduction. 

VIII. It is very unfortunate that the General 
Astronomy does not come until Senior year. The con- 
sequence is, that although the College has decidedly 
the best outfit in the country for Asti'onomical instruc- 
tion, the number that take practical Astronomy as an 
elective is very small. The general course ought to 
precede the special. 

Another objectionable feature is the manner in which 
the exercises are arranged—one or two a week, instead 
of being brought together, one a day or so, until the 
subject is finished. If this scattering of the. exercises 
can be remedied and the subject of General Astronomy 
thrown into Junior j^ear, a great gain would be made. 

IX. November, 1870 — Papers rea I (not published) 
before N^itional Academy of Sciences on 

(;3 



(a) (1) Color CoiTection of Gaussian Object 

Glass. 
(h) (2) Duplicity of Lockyer's Basic Lines. 

(c) ' Nature,' November, 1879 — Re-reversal of Sodium 
Lines. 

{d) 'The Observatory,' November, 1879 — Observa- 
tions of the Satellites of Mars. 

{e) 'Tlie Observatory,' November, 1879 — Note of 
the h Lines in the Solar Spectrum. 

{/) Princeton Review, January, 1880 — Recent pro- 
gress in Solar Astronomy. 

((/) American Journal Science and Art, March — 
Measures of the Polar and Equatorial Diameters of 
Mars. (Mr. McNeill assisted in the preparation of this 
papei'). 

(h) A. A. A. S. Proceedings, 1879 — A method of 
investigating the errors of the pivots of Meridian 
Instrument. 

{{) Astronomische Nachrichten, June, 1880 — Obser- 
vations on Comet h 1880. (Reductions by Mr. 
McNeill). 

{k) American Journal Science, June — ^The Color 
Correction of certain Achromatic Object Glasses. 

(l) American Journal Science, June — -Expei'iments 
upon Edison's Dynamo Electric Machines and Lamp. 
(In connection with Prof. Brackett). 

{m & ii) Papers before A. A. A. S. at Boston, Aug- 
ust, 1880 (not yet published). 

1. Spectroscopic notes on observations since 
June, 1879. 

64 



2. Note on the Thenno-Electric Electro-Motive 
Power of Iron and Platinum, witli refer- 
ence to Exner's recent experiments. 

Besides these I have published a few short arti- 
cles on scientific matters as Editorials in the N. Y. 
Times, and have furnished the Physical and Astronom- 
ical Notes for The Independent. 

A good deal of time has been spent also in the 
reduction of the observations for determining the lati- 
tude and longitude of our Observatory, which will soon 
be published. 

I have in hand at present an article on the ' Solar 
Heat' for the Popular Science Monthly, and a book 
(nearly finished) on the Sun, for Appleton's Interna- 
tional Series. 



(Jf) 



REV. S. STANHOPE ORRIS, Ph.D. 

Ewing Professor of Greek Language and Literature. 



/. The Greek Language and Literature ; the Doc- 
trine of the Formation of Words in Greek ; the 
Principles of Greek Etyraology ; Greek Prose Compo- 
sition ; the Theories of the Origin of Language ; the 
Causes underlying and determining Dialectic Varieties ; 
the Philosophy of Plato ; Exegesis of the Gospel of 
John in Greek. 

//. Thirteen hours in class-room. 

///. Five-sixths to recitations, and one-sixth to dic- 
tations and lectures. 

IV. My classes read Herodotus, Theocritus, Cebes 
and Lucian ; Demosthenes — The Philippics and the 
Oration on the Crown ; Plato — The Phsedo, Gorgias, 
Protagoras, Phaedrus, These tetus and Republic ; 
^schylus — The Agamemnon and the Prometheus 
Bound. 

T''. On the subjects in which I give instruction, I 
require from the Sophomores and Juniors each, three 
written exercises during the year; from the Seniors 
two, and from the Freshmen one. The Greek Prose is 
both a written and an oral exercise, constituting part of 

6G 



almost every recitation, especially in the Sophomore 
year. 

VI. I give instruction to a post-gi'aduate class in the 
Philosophy of Plato in connection with his Republic. 

VII. I have had and hope still to have optional 
readings with members of my classes. 

VIII. In accordance with our schedule of studies as 
at present arranged, the Freshmen recite every week in 
three different Greek authors to as many different in- 
structors. The result is, that their interest in no one 
author is as controlling as it might otherwise be, and 
those of us who meet them but once a week, labor to 
great disadvantage. The interests of this class, in the 
Greek department, would be promoted by greater con- 
centration of labor on their part and ours. 

/X. I am writing on all the subjects on which I give 
instruction, and on one or two of these I may in course 
of time publish the results of my studies. 



(57 



CHARLES G. ROCKWOOD, Jr., Ph.D., 

Professor of Mathematics. 



/. I am giving instruction as follows : 
"^To the Academic Department. Freshman Class. 
Algebra — One hour per week to each student through 
the .year, as per vote of the Trustees in June, 1877. 

To tlie School of Science. Freshman Class. Algebra 
— :Five hours per week during first term. Geometry — 
Five hours per week during second and part of third 
term. Plane Ti'igonometry — Five hours per week dur- 
ing part of third term. 

Sophomore Class. Spherical Trigonometry and 
Analytical Greometry — Four hours per week during 
second and thii'd terms. 

Junior Class. Calculus — ^Five liours per week during 
first term. 

//. During the first term, fourteen hours per week as 
follows : Freshman Class, Academic (four divisions), 
four hours ; Fi'eshman Class, School of Science, five 
hours; Junior Class, School of Science, five hours; total, 
fourteen houi's. 

During the second and third terms, thirteen hours per 
week as follows : Freshiman Class, Academic (four 

68 



divisions), four hours; Freshman Class, School of 
Science, live liours ; Sophomore Class, School of 
Science, four hours; total, thirteen hours. 

///. My exercises are almost entirely recitations in 
form; but eveiy one contains more or less oral instruction 
not in the text-hook, which might I suj)pose fairly be 
called " lecturing," and sometimes the w^hole hour is 
devoted to such work. Occasionally more formal lec- 
tures are given. 

/ F. The text-books used are as follows : 

School of Science, Freshman Class — WelFs Univei'- 
sity Algebra ; Chauvenet's Geometry ; Olney's Trig- 
onometry. 

Sophomore Class — Olney's Trigonometiy; Loomis' 
Analytical Geometry. 

Junior Class — Loomis' Differential and Integral 
Calculus. 

Academic Department, Freshman Class — Ray's 
Algebi'a (at present, but with intention to change). 

V. Wi'itten exercises to be prepared at home ai'e I'arely 
required, if ever. Written work on the blackboard 
forms an important part of (^very recitation. 

r/. Not regularly. I am always ready to give assist- 
ance outside of the class hour, and the students are in 
the habit of availing themselves of this privilege almost 
every day. I have no pupils outside of the College. 

Vfl. My department does not call for any exercise 
similar to laboratory work. 

VIII. T would respectfully suggest, as a matter which 
in my judgment calls for immediate attention, that some 
change be made which will permit the instruction in 

G9 



Algebra to the Freshman Class of the Academic De- 
partment to he consolidated into one term instead of 
being, as now, spread through the entiie year with reci- 
tations once a week. I am not able to suggest, how- 
ever, any detailed plan of adjustment which does not 
involve considerable changes. My opinion is that it 
would be wise to abandon the present arrangement, 
even if the alternative should be to recommit the in- 
struction in Algebra to the hands of a tutor. I do not 
undervalue the advantage of ha\dng parts of the Math- 
ematical instruction of Freshman year in charge of a 
Professor, Vjut I think it can easily be shown that the 
disadvantages of the present plan decidedly overbalance 
any advantage from that cause. 

I would also suggest that in my opinion it is very 
desirable, at an early day, to increase the Mathematical 
requirements for entrance to the School of Science, and 
I am prepared at an appropriate time to make a definite 
proposal looking in that direction, and to give my rea- 
sons therefor. 

IX. Article in American Journal of Science and 
Arts. Vol. xix., pp. 295-9. April, 1880. Title, 
"Notices of Recent American Earthquakes, No. 9.'" 

Numerous Brief Memoranda in same Journal as 
below. 

Vol. xviii., pp. 159, 228, 308. 

Vol. xix., pp. 162, 163, 334, 334, 426, 427, 496. 

Vol. XX., p. 159. 



REV. THEODORE W. HUNT, Ph.D., 

Professor of Rhetoric and English Language. 



/. Anglo-Saxon and Modern English Art of Dis- 
course. Bible (temporarily assigned). 

//. Regular Teaching, eight hours ; Optional and 
Post-Graduate, two honrs ; Essay Criticism, two hours; 
total, twelve houi-s. 

///. Recitations and Lectures consume, respectively, 
two-thirds and one-third of the time. 

IV. March's Anglo-Saxon (xrammar and Reader; 
Study of Words, (Trench) ; Rhetoric, (Hart) ; Outline 
of Notes, (Hunt). 

V. Written Exercises are, of course, an essential 
part of my work. They vary from five to seven a year 
for each class, (Freshman and Sophomore). 

VI. In the line of essay criticism I give assistance 
(to students), outside of the regular course. 

VIL The critical work of the English Department 
is my only laboratory work. 

VIII. («) More attention to the study of the Eng- 
lish Language. An entire year could 
well be devoted to this work. 

71 



(h) The Philosophic Study of Discourse and 
the Ai't of Criticism as Elective in the 
higher classes. This is an imperative 
need. 

(c) Help in some form as to the instruction of 
the Freshman Class and the work of 
Essay Criticism. The demands of the 
department in the line of independent 
research call urgently for this. 

IX. During the year, I have prepared several arti- 
cles, two of which are now in the hands of the printer. 

I have, moreover, written extra courses of lectures — 
philological and literary — rather for the possible needs 
of the class-room than for publication. 

I am also preparing a work — The Principles of Dis- 
course — which I hope to publish. It presents the 
subject from the mental standpoint, and is designed for 
use in the upper classes of our American Colleges. To 
such original work as this I am devoted, and am urgent 
in asking some relief in elementary work and essay 
criticism so that I may be of service to the cause of 
English in this direction. 

As to English Literatui'e, Dr. Murray will speak. 

I may suggest, however, that an Elective in that 
study is a present need. 

Vocal Drill of some kind could be given with profit 
to most of our students. 



72 



WILLIAM M. SLOANE, Ph.D., 

Adjunct Professor of Latin. 



It has been my duty to instruct the Freshman Class 
in Latin Prose Composition and the Sophomore Class 
in Latin Pi'ose Composition and Terence. The instruc- 
tion in the Freshman Class is conducted with a view to 
familiarizing the students with the grammai- and idioms 
of the Latin language. To this end the following plan 
is pursued : An exercise prepared for the purpose is 
dictated on one day ; the student prepares a written 
ti'anslation and gives it to me on the second day, and 
on the third day the class recites on it, turning the 
English into Latin, in my presence, as they would turn 
a Latin text into English. This occupies half of each 
hour ; the other half hour is devoted to the explana- 
tion of minor peculiai'ities in the use of Latin words 
which an ordinary school grammar would leave unno- 
ticed. The instruction is conveyed by dictating the 
principle, by adducing examples and by a constant in- 
terchange of (piestion and answer with the students, 
who translate these examples at sight, either from 
English into Latin or from Latin into English, as the 
case may be, and thus have as much practice in acquir- 
ing familiarity with the forms and meanings of words 

n 



as the time allows. I have at irregular intervals 
during the year three or four written recitations of 
an hour each, which are not announced before hand, 
and these exercises being in the nature of a review, are 
intended to keep constantly fresh in each student's 
mind the results of his work up to that time. 

During the Sophomore Year I continue the above- 
mentioned course on a higher and more difficult plane. 
The exercises I'equired to be translated into Latin are 
idiomatic English, being taken from histories or 
speeches, and the impossibility of translating them 
literally is intended to give to the students some ac- 
(piaintance with Latin style. The additional instruc- 
tion is therefore more especially devoted to the 
rhetorical expression of the Romans, their choice and 
arrangement of words and the distinguishing character- 
istics of their diction. Each division of the Sophomore 
Class also reads a play of Terence with me during the 
year. Attention is directed to the Archaisms of 
Terence in ortliography, grammar and style, to the 
influence of Greek literature upon Roman letters, to 
the introduction of Greek metres into Latin and their 
application as showing the probable colloquial pro- 
nunciation of Latin, to the life and morals of the 
Romans as illustrated by their comedy, and to the 
general literary quality of Terence's writings. The 
class reviews in each recitation the preceding lesson, 
and at the close of the term again reviews the whole 
play ; it reads during the year about fifteen pages at 
sight, and has several written recitations of the same 
character as those which are required of the Freshman 
Class. In addition the class is rec^uired to prepare one 

74 



essay each year on some given subject connected ^'^dth 
the author. The last subjects were Terence and Piau- 
tus compared, and Roman Comedy. The class reads 
with me during the third term, the Germania or Agri- 
cola of Tacitus. 

Tn the past I have been employed four hours a week 
in instructing the Freshman Class, and the same num- 
ber in instructing the Sophomore Class. The change 
made in my position will give me further employment 
during fourteen -weeks in instructing the Junior Class 
two hours a week. 

The only text-book which I use is Fleckeisen's text 
of Terence, but the Latin Department requires that 
every student shall possess or have access to a Gram- 
mar, Dictionary, Dictionary of Antiquities and Biogra- 
phy, and some good Roman History. At the beginning 
of each term I name to the class the best books of 
reference on the subject with which they ai'e to be 
occupied. 

The Freshman and Sophomore Classes have each a 
weekly written exercise in Latin Prose Composition 
and about fourwi'itten recitations a year. The Sopho- 
more Class is required to ^vi'ite one essay a year. 

During two years I have been occupied two hours a 
week in instructing in Gei'man and reading Kant in 
the original with graduate students. The number in 
different years has varied, two being the lowest and 
nine the highest. 



SAMUEL R. WINANS, A. B., 

Ex-fellow of Princeton college, 

Tutor in Greek. 



/. Greek. Prominence given to elementary drilling, 
review of Greek Grammar, with elucidation of prin- 
ciples both in Forms and in Syntax ; instruction in 
Greek Composition ; translating Greek, with whatever 
of history, literary discussion, <fec., is incidental to the 
author read. 

//. Twelve hours, — arranged as in schedule printed 
in the Catalogue ; q. v., — Greek Pros^e and Memora- 
bilia. 

III. Recitations almost exclusively ; very rarely in 
the year a whole hour may he given to lecture or talk. 

IV. Goodwin's Greek Grammar, 2d ed. ; Goodwin's 
Moods and Tenses; Jones' Greek Prose Composition ; 
Sidgwick's advanced ditto ; Xenophon's Memorabilia ; 
and toward the end of the year some second text, as 
Xenophon's Symposium, or Aristophanes' Clouds, &c. 

V. Translations from English into Greek : a set of 
exercises from text-book, and original, — one each week 
during the greater part of the year (25-30). 

A classical essay was assigned this department last 

7(i 



year, to be of 4 pp. The subjects for the past year — 
all related directly to our studies — were : (1) Xenophon 
as Socrates' Biographer ; (2) Socrates' Domestic Rela- 
tions ; (3) The Socrates of Aristophanes ; (4) The In- 
fluence of the Clouds against Socrates ; (5) Socrates 
before the Court; (6) The Mission of Socrates; (7) 
What was rh ^atfx6vio}> ? (8) Socrates for the Divine 
Existence ; (9) Did Socrates really introduce " new 
divinities;" (10) Socrates' Theory of Virtue; (11) The 
Allegory of Hercules at the Road-forks; (12) Metrical 
Version of Cleanthes' Hymn to Zeus, 

Written examinations in Octolr>er, December and 
June ; oral in April. 

VI. Year before last I conducted during the Winter 
an optional class in reading Greek Comedy. A dozen 
of ray pupils of the year previous joined it : genuine 
enthusiasm was developed, and the course was profit- 
able. Was too busy to do this last year, though 
solicited to i-enew the course ; expect to form such a 
class this Winter. 

VIL A course of reading is suggested. 

VIII. Yes: (1) The desirability of some arrange- 
ment by which the Freshmen can be' pursuing 
fewer studies in the department at the same time. 
The only thing in favor of the present plan originally 
was that it distributed evenly and simply the work of 
the various instructors. The disadvantage to the 
student is obvious enough. 

(2) The immediate addition of one book of Anabasis 

to the enti'ance requirement ; another book (of Homer) 

*possibly to follow in a few years. Candidates put too 

77 



little time on the Greek to secure a right preparation, 
i. e,, a reasonably fair quality. 

IX. " Xenophon's Memorabilia of Socrates," with 
Introduction and Notes. 16mo., pp. xxiv. + 265. 
Already reported as adopted and in use at a score of 
colleges. 



78 



GEORGE BRUCE HALSTED, A. M., Ph. D., 

Ex-FELLOW OF PRINCETON COLLEGE. AND OF JOHNS 
HOPKINS UNIVERSITY. 

Tutor in Mathematics. 



/. To the undergraduates I teacli Greometry, Men- 
suration and the History of Mathematics. 

In addition to this, I give Post-Graduate courses in 
the pure sciences, mathematics and symbolic logic. 
Last year I gave a course on the Philosophy and 
Methods of the Calculus, and instruction in Modern 
Analytics. This year I give courses on Determinants, 
Quaternions, Projective Geometry, Modern Higher 
Algebras and Logics. 

IT. I teach thirteen hours a week. 

///. 1 give always more than half these hours to 
recitations. 

IV. I use as text-books Todhunter's Euclid and 
Halsted's Treatise on Mensuration, also Tait's Quater- 
nions and Scott's Determinants. 

V. I have required the original investigation and 
treatment of special topics assigned by me in connec- 
tion with class work. Some of these written exercises 

79 



have been from sixteen to twenty pages of legal cap in 
length. 

VI. Besides my regular Undergraduate and Post- 
Grraduate courses, I have taught a class made up of 
the best Undergraduate Mathematicians who met at 
my room for help and deeper work on the subjects 
taught to the upper classes in College. 

VII. I give my Undergraduate Class an exceedingly 
large number of practical exercises in Greometry and 
Mensuration, many of them entirely original. 

VIII. I do not ask any change in my work or ray 
salary, but simply a change of title. 

IX. 1. Modern Mathematicians as Educators. Nas- 

sau Literary Magazine, November, 1876. 

2. Is Formal Logic a Branch of Mathematics ? 

Nassau Literary Magazine, February, 1877. 

3. On Spencer's Classification of the Abstract 

Sciences. Popular Science Monthly, 1877. 

4. The New Ideas about Space. Popular 

Science Monthly, 1877. 

5. Bibliography of Hyper-Space and Non- 

Euclidean Geometry. Three articles in the 
American Journal of Mathematics, during 
1878 and 1879. 

6. History of Exact Rectilinear Motion. Van 

Nostrand's Engineering Magazine, 1878. 

7. Mechanical Conversion of Motion. Van 

Nostrand's Engineering Magazine, 1878 ; 
reprinted by "World of Science," London. 

8. On Jevon's Criticism of Boole's Logic. Eng- 

lish Philosophical Magazine "Mind," 1878. 
80 



9. Boole's Logical Method. Journal of Specu- 
lative Philosophy, 1878. 

10. Statement and Reduction of Syllogism. 

Journal of Speculative Philosophy, 1878. 

11. Algorithmic Division in Logic. Journal of 

Speculative Philosophy, 1879. 

12. Basis for a Dual Logic. Thesis for the 

degree of Doctor of Philosophy at Johns 
Hopkins University. 

13. On the First English Euclid. American 

Journal of Mathematics, 1879. 

14. Algebras, Spaces, Logics. In Popular Sci- 

ence Monthly for August, 1880. 

15. During much of the past year I have been 

working hard on a Mathematical Treatise, 
published by the firm of Ginn & Heath, 
of Boston. This is a treatment entirely 
distinct from anything existing in the 
English language, of the whole subject of 
Metrical Geometry, and will, I think, 
especially mark an epoch in Stereometry. 

I have already in MS. a History of 
Mathematics ; an Edition of Euclid from 
Modern Standpoints ; and a Treatise on 
Dual Logic. 



81 



CHARLES R. WSLLIAMS, A.M., 

Ex-FELLOW OF PRINCEFON COLLEGE. 



/. My department is Latin with the Freshman Class. 
The special topics are as follows: In the first and second 
terms I read portions of the history of Livy, from the 
I, the XXI, and the XXII books. This year I have 
begnn with the XXI. In the third term it has been 
usual to read some portion of Cicero's minor philo- 
sophical works, as a book of the Tusculan Disputations, 
or De Amicitia, or De Senectute. Besides this a care- 
fid review of Latin Grammar is undertaken, and reg- 
ular lessons are assigned. Moreover the study of 
early Roman history is pursued. 

//. I teach twelve hours a week. Three hours with 
each of the four divisions of the Frgshmen. 

III. Recitations are the rule, lectures the rare 
exception. 

IV. Text-books are made use of. For Livy and 
Cicero, various editions; but Chase and Stuart's are 
recommended and most used. Allen and Grreenough's 
Latin Grrammar is employed for class-room work. For' 
Roman history, last year Ihne's Eaidy Rome, supple- 

82 



mented by lectures, was used. The current year 
Leighton's History of Rome will take its place. 

V. Once or twice each temi written recitations will 
be required. A j)ortion of the text will be assigned 
for translation, and questions asked thereupon. 

l^I. I have iu a few instances given instruction in 
preparatory studies to private pupils. 

VII. I have no laboratory work and nothing corres- 
ponding to it. 

VIII. The Freshman course in Latin, I think, would 
be materially improved if the work of the students 
were limited to fewer subjects under fewer different 
instructors. During the greater part of last year the 
Freshmen recited every week to three diffei'ent in- 
structors upon four different subjects. Horace once, 
Latin prose once, Roman history once, Livy twice. I 
am persuaded that students, so early in their course at 
any rate, can not at one time pursue so many studies to 
the best advantage. 

IX. No. 



83 



HERMANN HUSS, Ph.D., 

Assistant Professor in Modern Languages. 



/. To answer this question satisfactoi'ily, the In- 
structor having been connected with the College but a 
short time, hopes to be excused, if, instead of saying 
what he is teaching, he states what he proposes to 
teach. 

,(A.) — In the John C. Gteeen School of Science. 

1. In the Freshman year a rapid course is taken 
thi'ough the whole gi-ammar of the German and French 
languages, with the view of making the beginner at 
fii'st acquainted with nothing but its most important 
points, all details which would only bewilder his mind 
being carefully excluded. To impress these salient 
points on the student's mind, the greatest stress is laid 
upon his memorizing good prose carefully selected and 
progressively arranged by the instructor for this pur- 
pose. Concrete examples offer a far better hold to 
memory, and keep up a livelier interest than dry ab- 
stract rules, and the knowledge of the example neces- 
sarily involves the knowledge of the rule illustrated 
by it. 

It is by this method that everything is avoided that 

84 



is tedious to the beginner. For not only the memoriz- 
ing of dry rules, but — what is even a greater task — the 
committing of vocabularies is spared to him. To be 
sure, he has to commit the words of his prose-models to 
memory, but there is a great difference in committing 
isolated words as presented in a vocabulary, and words 
connected in sentences, the foi'mer being dead and 
silent mechanisms, the latter living, speaking organisms 
appearing in their individual color, expression, light 
and shade. 

Thus, at the end of the first year the student has 
formed his pronunciation, is well posted in the leading 
grammatical rules, and provided with a considerable 
stock of words. 

2. In the Sophomore year a second and much briefer 
course through the grammar is requisite to make up what 
has been passed over in the first ; at the same time a 
reader is used, and paj'ticular attention paid to the study 
of the intricate German construction. There cannot too 
much stress be laid upon this important point, for it is 
one of the strongest convictions of the writer that the 
German language, with the great difficulty of its construc- 
tion, has to fulfil, if no other, a far reaching educational 
mission at the School of Science in general. All that is 
claimed for the classical languages concerning the for- 
mal culture of mind can be claimed for the German 
language. For German, as Latin and Greek, forms its 
long periods exclusively under the precepts of logic ; 
hence it is only under the guidance of strict logic that 
the foreigner can construe a German period, and extri- 
cate himself from its labyrinth. What can there be 
devised more salutaiy for the fonnal culture of the 

85 



student's mind ? How can his intellect be better trained 
and his logical powers better drilled ? 

3. In the Junior year. Having during the two pre- 
■^Hons years fully mastered all the technicalities of the 
language, the class is now initiated into the literature 
of Fi'ench and German. The choicest pieces of Goethe, 
Schiller, Lessing, Racine, Corneille, Moliere, are read 
and commented on. Still, merely grammatical com- 
ments, because so apt to stifle the student's interest, 
and to spoil his enjoyment of the artistic beauties of 
the author, are only touched upon, when unavoidable, 
in order to keep his attention free and open for their 
more important ethical and aesthetic teachings. 

To keep up, however, the practice in grammar, a 
separate hour is given to translations from English into 
German and French. These useful exercises may be 
commenced in the preceding year, if time and circum- 
stances favor. 

4. In the Senior year the litei-ary studies are con- 
tinued, but theory claims a place by the side of prac- 
tice — that is, lectures are delivered on the history of 
the French and German languages ; on their relation to 
other languages of the In do-German stock ; on the 
various stages they went through before assuming 
their present form ; on their principal literary monu- 
ments ; on the style and tendency of their great writers 
as well as on the religious, moral, social and political 
influence they exercised on their nation in special and 
on mankind in general. 

At the same time a strictly scientific reader is used 
in the class in order to fit the student for reading with 
facility the standard works of his future profession. 

86 



In the Senior Class, or if circumstances are favorable, 
as early as in the Junior Class, the instructor uses the 
foreign tongues as a vehicle of communication, and in- 
sists upon the students doing the same. Also compo- 
sitions in French and German, as well as translating 
Grerman and French prose at sight, will be expected 
fi'om him. 

(B ) — Academic Department. 

Here the instructor's aim is a lower one on account 
of the exceedingly limited time allotted to his depart- 
ment, but his method is, on the "svhole, the same. As 
to the topics taught, the scientific reader used in the 
School of Science is excluded; in compensation the 
academic student being familiar with Latin, is in his 
French studies made acquainted with the results of 
comparative philology. 

//. In the first and second terms : 

(a) In the class-room . - - - 14^ 

(h) In looking over written exercises, - 10 



Total, - - • - - 24i 
In the third term : 

(«) In the class-room, - - - 18^ 

(h) In looking over written exercises, - 15 

Total, - . - - 83i 

III. Not having charge of the Seniors at present, 
the work of the Instructor consists exclusively in 
recitations. 

/r. In French : Keetel's Collegiate Course ; 
Lacombe's " Petite Histoire de France ;" later. Prof. 
Karge's Scientific Reader, now in preparation. 

87 



In German : Otto's Grammar ; Whitney's Reader ; 
Hodge's Scientific Header. 

V. Written exercises are in the two lower classes 
required every week without exception, to recapitu- 
late all that has been taught during the week. The 
exercises are taken home by the instructor, and the 
errors underscored, the correction being required from 
the student himself. When they are handed in for the 
second time, the instructor looks them over once more, 
to make sure if the corrections have been properly 
attended to. 

VI. Since quite a number of students recently joined 
the Sophomore Class without having ever studied 
French, it was necessary to bring them up to the stand- 
ard of the class. Consequently the instructor meets 
them twice a week for oral and written exercises. 

VII. No. 

VIII. No. 

IX. Since ray last publication, " German as pro- 
nounced in Hanover," Hahn, Hanover, 1879, I 
I have been giving all my time to the prepar- 
ation of a German text-book on the principles pointed 
out above. 



88 



S. G. PEABODY, 

Associate Professor of Elocution. 



/. Individual Criticism, Vocal Culture, and Expres- 
sion. 

//. From six to ten hours, as my time varies during 
the different terms of the year. 

III. All of my time is devoted to personal drill and 
criticism. 

IV. 1 do not use text-books in my department as a 
general thing, for two reasons — first, because the time 
allotted me for each class is so short, it would be im- 
possible to master any one of them ; and, secondly, be- 
cause there is so much minutia in them, that I consider 
them impracticable. 

V. Original Orations are delivered to me by the 
Sophomore class during the second term, for criticism. 

VI. I give instruction in Elocution to private pupils 
from the different classes, in addition to my regular 
duties at the College. 

VIL 

89 



VIII. I would respectfully suggest that more time 
and prominence be given to this department. As it is 
now, only tlie shreds of time that remain from the 
other departments are given to this. The students feel 
this need as well as myself. 

The chief benefit to be derived from Elocutionary 
instruction, inuM come from close individual drill and 
criticism ; lectures oi' ge7ieral criticism cannot meet this 
want. 

More than two-thirds of the students who come to 
the College, read badly and have undeveloped voices ; 
and no acquirement of technical rules, or lectures can 
benefit them. It must come to them individually from 
the teacher by the closest training. 

I would suggest that four or five hours daily be 
allotted me foi' this ti-aining ; making individual ap- 
pointments that will not conflict with other recitations. 

IX. I have not published any pamphlet or book 
during the past year. 



90 



JOHN B. McMASTER, A.M., C. E., 

Instructor in Civil Engineering. 



/. I am partially in charge, as assistant to Professor 
Charles McMillan, of the departments of Geodesy and 
Topographical Drawing, and temporarily in charge of 
the coui'se of instruction in Descriptive Geometry and 
Industrial Drawings. 

The course in Geodesy embraces instruction in Chain 
and Compass Sui'veying, Adjustment of Field Instru- 
ments, Leveling, Topographical Surveying, Hydro- 
graphy, Triaugulation, Town Plane Table, and Mine 
Surveying, preliminary and final survey of routes, and 
staking out for construction. 

Instruction is also given in Pen and Colored Topogra- 
phy, in the preparation of Contour Maps, Hydrographic 
Charts, Town Maps, Plans and Profiles of Mines, and 
Maps of Landscape Surveys. For a more detailed 
statement, I would respectfully refer to the replies of 
Pi'ofessor Charles McMillan. 

The instruction given in Descriptive Geometry in- 
cludes a thorough course of Projections, both Plane, 
Spherical, Axono metric and Oblique ; a course in 

91 



Shades and Shadows, Perspective, Trihedrals, and 
Isometric Drawing. This course is necessary in order 
to enable the students to begin the preparation of their 
maps, bridge-drawing, etc. 

The course in Industrial Drawing is designed to fur- 
nish instruction to the students in the use of a 
draughtsman's tools and colors; in the representation 
of all manner of curved surfaces by brush and j'ight 
line shading, and of wood, brick, stone, earth, water 
and the metals by means of colors. 

//. The hours devoted to instruction in the depart- 
ments now under my charge amount to twenty-eight 
and one-half per week. They are divided as follows : 

Monday, 4^ hours; Tuesday, Ah hours; Wednesday, 
4 hours ; Thursday, b^ hours ; Friday, 6^ houi's ; Sat- 
urday, 3| hours ; total, 28.5 hours. 

///. During the first and third terms, when much of 
the time is taken up with work in the field, about one- 
third of the niunber of hours is devoted to lectures. 
In the winter, or during the second term, the propor- 
tion is about one-half. 

TV. The text-books used in my departments are 
Gillespie's Land Surveying, Gillespie's Higher Laud 
Surveying, Warren's Descriptive Geometiy, Warren's 
Stereotomy, Enthoifer's Topographical Drawing. 

V. No written exercises are required from the stu- 
dents under my charge. 

VI. Instruction is given to a number of students, at 
present three, in special courses, such as Geodesy, and 
Map-Dra\'\ang. All students of . the regular course in 
Civil Engineering, are also invited to take as much op- 
tional work as they can. This generally fills the hoiu's 

92 



between twelve and one o'clock, and between two and 
three o'clock. Some instruction is given at night, 
such as finding the meridian by the North Star and 
determining the variation of the needle. Such exer- 
cises are optional. The number of hours spent per 
week amounts at present to six, making the total num- 
ber of hours of instruction per week, 34.5. I have no 
private pupils. 

VII. Exercises corresponding to Laboratory Work 
are held, namely : Map Drawing, Topogi'aphical Draw- 
ing, Industrial Drawing, Stereotomy. 

VIII. As assistant to Professor McMillan, I beg to 
be excused from answering this question. 

IX. Have published during the past year — 

1. Profiles of High Masonry Dams. (Repub- 

lished). 

2. Hydraulic Mining — Scientific American. 

3. Telemetric Measurements. 

4. Geometry of Position applied to Survey- 

ing. Van Nostrand's Engineering Mag- 
azine. 

5. The Bad Lands of Wyoming, in the Bul- 

letin of the American Geograj^hical So- 
ciety, being an address delivered before 
that Society on February 9th, 1880. 

6. Transmission of Power by Compressed Aii-. 

7. Have prepared for the press a text-book 

on The Geometry of Position. 

8. Have also in preparation a text-book on 

The Anatomy of an Iron Truss Railway 
Bridge. 

93 



MALCOM McNeill, A. B., 

Assistant in Astronomy. 



I am Assistant in Astronomy. My work is almost 
wholly at the observatory. I have no recitations or 
lectures. I assist in giving instruction to the class in 
Practical Astronomy — -teaching the use of instruments 
and superintending and assistnig them in their observa- 
tions and computations. I also assist Professor Young 
in the lecture room when there is any need. My work 
with the class takes two or three hours on almost every 
clear evening. I also assist Professor Young in any 
observations he may be making, and do most of the 
computing. 

I assisted in reducing some observations on the 
''Diameter of Mars," the results of wdiich were pub- 
lished in the Astronomische Nachrichteu. I made the 
I'eductions of a series of comet observations taken 
partly by Professor Young, and partly by myself. I 
made most of the computation for the Longitude of 
the observatory, and am at present engaged in making 
an accurate computation of its Latitude. 



94 



WILLIAM F. MAGIE, A.B., 



Assistant in Physics. 



Acting as I do, as Prof. Brackett's assistant, I am 
engaged in all his laboratory work, besides aiding in 
the experiments shown to the Juniors, and to some 
extent in their instruction, and in the instruction of the 
Senior classes in practical laboratory work. I have no 
special students and give no instruction outside of the 
laboratory hours. 



95 




LIBRARY OF CONGRESS 
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